Difference between revisions of "AY Honors/Creationism/Answer Key"
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Revision as of 05:57, 17 November 2014
1. Define the scientific model and theory.
A scientific model seeks to represent empirical objects, phenomena, and physical processes in a logical and objective way. All models are in simulacra, that is, simplified reflections of reality, but, despite their inherent falsity, they are nevertheless extremely useful. Building and disputing models is fundamental to the scientific enterprise. Complete and true representation may be impossible (see non-representational theory), but scientific debate often concerns which is the better model for a given task, e.g., which is the more accurate climate model for seasonal forecasting. A scientific theory is a well-substantiated explanation of some aspect of the natural world that is acquired through the scientific method, and repeatedly confirmed through observation and experimentation. As with most (if not all) forms of scientific knowledge, scientific theories are inductive in nature and aim for predictive power and explanatory force.
2. List three principal differences between the creationist model and the evolutionist model.
3. Read and respond to the following:
a. 1 Timothy 6:20, 21. What relation can exist between this passage and the evolutionism?
b. Genesis 1, 2. Can someone disagree with these texts and remain a member of the remnant? Justify the response.
5. Investigate the fundamental belief, “The Creation,” of the Seventh-day Adventist Church. Demonstrate the base of this fundamental belief through the Bible, finding from memory at least five passages that talk about this idea.
6. Read chapters six through nine of Genesis. Afterwards, do one of the following activities:
a. Investigate and elaborate a detailed schedule about a theory accepted by scientific creationists about how the events occurred.
b. Make a list with at least five biblical mentions of the flood and give at least five historical and scientific evidences of a global flood.
7. Attend a meeting on creationism sponsored by the school, faculty, Club, church, district, or region.
a. Prior to your attendance, write some of the anticipated doubts that people may have about a scientific presentation from a Creationist viewpoint. If possible, present them to a speaker or participant so they can clarify responses from a biblical and/or scientific basis.
8. Investigate and demonstrate how to argue in favor of creationism, using three of the following questions:
a. From the biological point of view, what are the systems of irreducible complexity?
b. From the geological point of view, investigate and draw a geological column of creationism and compare it with the evolutionary model. Explain how the gaps in both models are completed with philosophical bases (not scientifically checked).
c. From the oceanography point of view, how can we know, through oceanic sedimentation, that the oceans are “young”?
d. From the astronomical point of view, how does the progressive distance of the moon, in relation with the gravitational center of the earth (take into account the “limit of Roche”) indicate a “young” earth and moon?
e. From the archaeological point of view, what are the transitional fossils? How does their absence argue in favor of creationism?
9. Based on what you have learned in this honor and from other sources, present a project titled “Why be a creationist?” through one of the following:
a. Electronic presentation
b. Written paper
c. Video
d. Storyboard / poster
10. With the instructor as the mediator, have a debate about how it is possible to have science and faith in harmony.
11. Visit one of the following and give your club director a report of the diversity and wonder of the things you saw of God's creation:
a. Zoo
Adventist Youth Honors Answer Book/Zoo Visit
b. Aquarium
See Zoo above.
