Students of all ages frequently ask for ideas on how to tie in principles from RTB’s testable creation model to their research projects. So I’ve compiled a list (with help from volunteer apologist Virginia Peterson, who researched links) to help get your creative juices flowing.
Anthropology (Human Origins)
- Examine the behaviors (fire-building, toolmaking) and key pieces of evidence (bones, tools, DNA) related to a major hominid species (Neanderthals, Homo habilis, Homo erectus). How many specimens have been found? How solid is this evidence? How might this hominid be viewed from a testable creation model perspective?
- Explore one or more of the ways (via genetics, tool use, anatomy) Neanderthals differ from modern humans (descendants of Adam and Eve; Homo sapiens sapiens).
- Discuss example(s) of early human artistic expression (e.g., cave painting, jewelry-making, worship figurines). How might such activity be viewed as an expression of humans being created in God’s image (Gen. 1:26–27)?
- Summarize some of the problems with the evolutionary “family tree” for human origins. Does the evidence show a gradual evolution from lesser species to modern humans or does it show a sudden appearance?
- Discuss the historical development of the big bang model. What prevailing model did scientists generally accept before the big bang? Why were secular scientists resistant to the big bang model at first? Why are some scientists still skeptical?
- Investigate one major design feature of the solar system that allows complex life to exist on Earth.
- How does the moon creation event show finetuning and design? How did the moon collision change the earth and prepare it for life? What role does the moon play in sustaining life on Earth?
- How is our sun unique, and what is its role in sustaining life on Earth?
- What are the various types of galaxies? Why is it important that Earth reside in a spiral galaxy?
- What is the “cosmological constant”? Why might it be considered powerful evidence for supernatural design?
- Is “junk DNA” legitimate evidence for evolutionary descent from a common ancestor? Chemistry and the Origin-of-Life
- Does the famous Miller-Urey experiment provide an accurate reflection of early Earth’s conditions?
- Explain the importance of one natural disaster (earthquakes, hurricanes) in sustaining life on Earth.
- Describe how one “biodeposit” formed and is used today. How might biodeposits imply forethought on the Creator’s part to help facilitate our high-tech human society?
- Summarize one scientific challenge to biological evolution (e.g., temporal paradox, lack of transitional forms).
- Explore one “transitional form” that is cited as support for evolution (e.g., Archaeopteryx, fish-amphibian transitions, Neanderthals). How might this species be viewed from a creation model perspective? Does a creature with both fish-like features and land animal features mean it’s a transitional form and, therefore, evolution is true?
- Discuss one major extinction event (e.g., dinosaurs). When did it happen? What other life-forms were affected? What caused the extinction? How quickly did the planet repopulate? What kinds of life replaced the extinct species?
- Highlight a famous Christian scientist (e.g., Kepler, Galileo, Copernicus, Newton, Francis Collins). How did his worldview influence his science?
- Explore the spiritual life of Charles Darwin. What role did his daughter’s death play in the development of his views about God, evil, and creation?
- Some ideas listed here are more challenging than others, but they can be simplified to fit your student’s education level. For additional resources, visit RTB’s website and click on “Topics.”
This article was originally published in the New Reasons To Believe e-zine.