The book remains 34 chapters. Other than a couple of graphics, the only thing that will be different are the creation and evolution chapters, 17, 18 and 19. All three have been totally rewritten. They are now a little longer with 100% new pictures and illustrations, but I think the common themes running through all three make them flow very well and I do not believe that the extra length is going to be a huge problem for folks. The common theme is that we can see that science reflects the Bible as the authoritative Word of God because when we objectively measure the scientific evidence with the creation model and evolution model, the evidence fully supports creation and often contradicts, or is incompatible with, predictions of the evolution model. I continue to keep the philosophical discussions of creation and evolution in the three salient chapters, and the rest of the text continues to teach the science as the science. Chapter 17 describes the creation model and basic scientific tenets, 18 the evolution model with its tenets (notably including the fact that evolution was never meant to be compatible with a creation origins theory) and 19 directly compares how various scientific data fit into each one. The three chapters are much more scientifically rigorous than the first edition and, again, I have written them very straightforwardly with a focus on conceptual flow of ideas so that by the time the students are done, they will definitely understand complex and fundamentally scientific arguments supporting the creation model while simultaneously troubling the evolution one. New material includes a fairly in depth analysis of intelligent design, information theory, genetics and totally new fossil and radiodating concepts. Also, the fact that natural selection and genetic mutation cannot “do” what the evolution model says it can – and needs it to – “do” is fully fleshed out as one of the major scientific flaws of the evolution model.
The major changes are that Chapter 21 was nearly completely rewritten, as were significant portions of Chapters 26, 28 and 29. Throughout the text, graphics were updated and terms aligned with the changes reflected in Chapters 21, 26, 28 and 29. Of course, updates include new chapter and test questions to reflect the changed content, as well as appropriate updates to the Parent Companion material.
Since these are science courses that were written by a Christian, probably the most common question I am asked is, “What about evolution and creation?” The answer really starts and ends with the Bible. It is the unerring Word of God and, as such, provides the framework upon which everything is understandable, including science. The creation/evolution discussion starts with the assumption that God’s Word is true and everything flows from there. Now, why evolution in Christian-based courses? It is important to cover evolution and some basic principles because our children will be constantly bombarded with it throughout their lives. It is everywhere – in history, sociology, modern culture and even business economics. I think it is clear that the enemy has used and will continue to use evolution as the single most powerful tool to fight against God’s Kingdom. Our children need to be prepared for this battle and I hope our courses can help achieve that. Both Life Science and Biology start by presenting basic science concepts to serve as the foundation upon which the creation and evolution chapters are based. In these science chapters, I present the science only, since the science is the science regardless of how it got to be that way. This allows me to develop deep scientific concepts straightforwardly and cover a lot of ground efficiently. Once students are on scientific solid footing, the origins discussions ensue, which serve as the centerpieces of both texts. God’s Word takes main stage, providing the lens through which scientific data is interpreted, since that is the only way to truly understand the gift God has given us over which to take dominion. All throughout the creation and evolution discussions, God’s Word is juxtaposed with the views of various atheist and agnostic scientific academicians so that it is clear that evolution is not science, but its own origins faith. Using the Bible as THE source of truth when studying science is the only way to fully understand the miracle of life. The discussion is really a look at the tenets of creation and evolution and then measuring the scientific data with theologically sounds principles. God’s Word is true and is relied upon time and time again as THE way to understand science through the origins debate. We objectively learn that, time and again, as fully expected since the Bible is true and accurate, the creation model is supported while the evolution model is not. And, the discussions are not some fluffy look into creation and evolution. These are very complex discussions dissecting where – and perhaps more importantly, why – the evolution model fails to explain and is often directly contradicted by the scientific data. I wanted to teach the students not what to think, but how to think about creation and evolution, ultimately for them to produce a rather devastating argument for why they believe what they believe. That is a lot easier when one understands the perfect correlation between God’s Word and science. It is not my intent to provide a “compare and contrast” discussion, but it is inevitable. The evolution model is found lacking and time after time we see that the scientific predictions of the creation model are what are observed. The data clearly fit the creation model; there is no conflict, and a major theme in the creation/evolution discussion is that is what we would expect since God’s Word is true.
This is a somewhat difficult question to answer with 100% accuracy since there is no specifically defined “AP®” or “CLEP®” approved program; rather, in the case of the AP® program, the company provides a syllabus around which a teacher designs their specific AP program. When I review that syllabus (many different AP syllabi are on the web and you will find them by typing “AP biology syllabus” into a search engine, or the recommended AP® content http://apcentral.collegeboard.com/apc/public/repository/ap-biology-course-description.pdf ), I find that our program covers 100% of what the AP® syllabus recommends be covered (as well as all of the recommended topics students should learn for the CLEP® http://www.collegeboard.com/student/testing/clep/ex_bio.html), with the exception of in-depth treatment of evolutionary concepts. Noteworthy is that when I developed our program, I had 10 high school, including Campbell’s and Miller-Levine (“The Lion Book”) and 1 introductory college texts with which to gauge ours, and I developed ours to specifically contain as much in depth, but none of the distracting side-bar, material as the most comprehensive of the texts. So, in that regard, I believe that our Biology covers a significant portion, if not all, of the non-evolutionary topics upon which the AP® and CLEP® tests measure the students (again, with the exception of evolutionary concepts). Science Shepherd Biology covers some of the evolutionary tenets, but not in as great detail as the evolutionary based texts and so your student would need supplementary material in that regard. I should also note that the AP® program focuses extensively on students not memorizing facts, but learning about biological principles and how they interrelate. That concept is one of the driving forces behind how I designed the material presentation and wrote the end-of-chapter and test questions. There are no fact memorization processes in our program. I want the student to learn Biology, not to regurgitate stuff without any knowledge as to why they know what they know. In that regard, both the AP® concept and our programs share a common thread.
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Record Keeping: Notebooks & Reports Diffusion-Osmosis General Cell Structure in Animals Reproduction: Cellular Protista: The Protozoans Cell Structure: Plant Leaf Structures The Cell Interior and Function Root Structure Reproduction: Pollen Germination Dissection: Clam Dissection: Earthworm Dissection: Grasshopper Dissection: Fish Dissection: Fetal Pig Classification of Animals Nervous System: Reaction Time Muscular System: Fatigue Population Succession Study
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