A Biblical Worldview of the Science of LifeThis course introduces students to life science by following a series of scaff olded worldview themes. Throughout the course, they will consider (1) the role of worldview in life science; (2) the history of life; (3) the role of modeling in life science; (4) the appearance of design in life; (5) ethical issues in life science; (6) gender identity and human sexuality.

Giving a Framework for the FutureRather than laying out scientifi c facts like an encyclopedia, the student edition pres-ents information in a broad framework that the student can build on through the rest of high school and beyond.

On an Age-Appropriate LevelThe teacher and student editions cover life science topics in a level of detail ap-propriate to the students’ grade and age. Discussions keep the framework broad without overcomplicating the lessons with terminology.

With Active LearningStudents will get involved in the quest to understand the life that God has cre-ated through case studies, webquests, STEM activities, and inquiry labs.

ETHICS

The gene gun mentioned in the Chapter opener is one tool used in genetic engineering. Genetic engineer-ing is the process of deliberately manipulating the genes in an organism in ways other than natural processes like repro-duction. It involves chang-ing an organism’s DNA by inserting new genetic mate-rial. Genetic engineering is a blossoming field of biology with real potential to solve significant real-world prob-lems. It has been extensive-ly applied to enhancing food production by modifying the genes of plants.

Scientists are convincedneered food crops (

ically modified oeat after exten

some peopleconcerned athat these flong-term GMOs havfor over a dence of icovered.

As the humwe must thi

of food needhealthy. Geneti

the answer to this

Genetic Engineering

VIRAL REPRODUCTION

The virus attaches to the host cell.1

The virus injects its nucleic acid into the host.

2

The viral nucleic acid uses the cell’s own cellular machinery to makemore viruses.

3

The viruses theen destroy the cell by bursting it open and escaping to infect new cells. Virusses reproducing in this manner are called active viruses.

4

Each time the hoost cell goes through mitosis, the viral DNA is replicated and passed to the daaughter cells.

6

But some virusees do not kill the host cell immediately. Innstead the viral DNA remains inactivee for months or even years. This type of viruus is called a latent virus.

5

1

2

3

4

7

5

Life Science (5th Edition)A survey of the structures and functions of living things such as plants, animals, and human beings. All these concepts are unfolded as a quest to understand the life that God has created. Case studies, webquests, lab activities, ethics boxes, and ques-tions help students think like scientists and see life science from a biblical perspective.

Parts and pieces include the teacher edition, student edition, student activities and student activities answer key, and assess-ments and assessments answer key.

13GOD’S LIVING WORLD

ANALYSIS

oscope and view your h the upside-down micro-he images compare when the ed?

e engineering process e tool! Write down you followed so it again to build

CONCLUSIONtastic tool for people. d disease-causing bacte-

detailed surgeries.and do detailed surgeries. t defects in manufacturing and croscopes are a tool that we can use ’s world.

GOING FURTHERusing the keywords “virtual microscopee.” Ex- ractive virtual microscope so that you ccan be he real thing. Your teacher may also prrovide microscope for you to view some slides.

LAB EXERCISE

objective lens

condenser lens

SS

ur microok throughHow do thare invertet used the

d a sciencecess that

u can use ing else.

OOONNare a fant

lp us finde’s bodies p us spot

ossils. Micnage God’

RRTTHHEERet search h an inter

to use thmpound m

eyepiece (lens)

12

FOCUSING ON LIFE: ENGINEERING A MICROSCOPE

How do microscopes work?

since a Dutchman named Antonie van Leeuwenhoek discovEver s -bacteria through his simple microscope, biologists have relied ered bis science tool to focus our attention on life. A microscope useson thid pieces of glass (curve lenses) that bend light to make things look r than they really are. This is calledbigger magnification. A fuzzy mag-

d image doesn’t do us very much good though! We need to be nifiedo see the finer parts of the image. This image sharpness is calledable totionresolu . We need both magnification and resolution to gather dataa microscope. In this handsusing -on activity, you get to work with

us lenses and mirrors to create your own microscope.variou

1. Look at the diagram on the next page. How many primary setsLf lenses does light pass through in this microscope? Give theiro

names.n

PROCEDURE

1 Experiment with both lenses one at a time and from several disE -ances to see how well they magnify the words in your book.ta

2 Experiment with both lenses together and from several distancesEo see how well they magnify the words in your book. Experito -

ment with having a different lens on top.m3 Now measure the distance between the two lenses using the tapeN

measure.m2. Which lens did you have on top? How far apart were the lenses? W

Draw a sketch on another piece of paper.D4 Now build it! Fold your construction paper so that its width isN

qual to the distance that you measured. Then roll the paper intoeqtube. Make sure that you roll the tube in the direction pera -

pendicular to the measured side so that your tube will be thepdesired length. Next, tape the lenses to the tube. Test how well dour microy scope works. You may need to adjust the length of the ube after testing your microscope.tu

Equipmenttwo hand lenses of different

magnifications

your textbook for viewing

tape measure or ruler

black construction paper

tape

E

LAB EXERCISE

CHAPTER 1

CHAPTER 11236 CHAPTER 11236

11.8 MOVEMENT Running, crawling, swimming, hopping, gliding, flying—there are almost as many ways for an animal to move as there are animals! When we speak of animal movement, we usually mean locomotion—how an animal moves from one place to another. Some animals, such as sponges, are sessile, meaning that they remain in one place throughout most of their lives. But most animals need to move in order to obtain food, find shelter, seek mates, or escape predators.Some animals, like the Portuguese man o’ war, get around by passive loco-motion (see Figure 11-13). They allow their environment to move them. Most animals, though, actively work work to get around, and this work is thhe job of the animal’s muscular systemm. In order to locomote, an animal neeeds to push or pull against something in its environment. An earthworm, foor ex-ample, has tiny bristles along thee sides of its body (left). Using its musccles, it pushes these bristles against the hese bristles against the sides of its burrrow as it alternates bettween stretchinng and pulling its bodyy for-ward. Occtopuses and squids (leftft) use jet propuulsion to get around. TTheir muscularr siphons squeeze out wwater with greaat force. As the water sqquirts in one direction, the cephaloopod moves inn the opposite direction.p

11-13 The float on this Portuguese man o’ war acts as a sail, al-lowing the wind to blow the ani lanimal to new places.

open siphon

closed sipii hon

earthworm setae

237ANIMAL STRUCTURE AND FUNCTION

tibia

femur

Can you guess how animals with exoskeletons and endoskeletons move? Their muscles work together with their skeletons to accom-plish movement. Each skeletal muscle is attached to a different part of the skeleton. By pulling on that part of the skeleton, the animal’s muscles move that part of its body. Skeletal muscles can only pullon part of the skeleton, never push. That means that each part of a skeleton that moves needs two muscles. One muscle moves the bone or plate in one direction; its partner moves it in the opposite direc-tion.

Flight is a means of movement that has intrigued humans for cen-turies. The wings of insects, birds, and other animals that can fly are designed to produce lift as they move. Lift is a kind of force that pushes the animal upward. The fins of some sharks produce the same effect in water as a shark swims forward.Wherever we look in the animal world, we see marvels of God’s de-sign. Each animal is equipped with precisely the structures it needs to move, respire, get energy, remove wastes, and do all the other things an animal must do to survive. The endless variety of ways that animals possess to do these things is a vibrant testimony of the in-finite creative abilities of Earth’s loving Designer.

ANIMAL STRUCTURE A

11-14 A pair of muscles moves the lower leg (tibia) of a grasshopper where it connects to the upper leg (femur). The flexor bends the tibia toward rthe grasshopper’s body. The grass extensor bends rthe tibia away from the grasshopper’s body. e tibia away fromWhich muscle do you think powers the grasshich muscle do you think powers -hoopper’s powerful jumps?

11-15 Head, shoulders, knees, and toes—a vertebrate animal has many individual muscles because it has many body parts that it needs to move.

tibbia

extensor

flexor

Ethics in Focus

CHAPTER 1

MODELING THE ELEPHANT BIRD

How do we know how big the elephant bird really was?Eggs. Scientists have also found elephant bieggs that are not fully fossilized. People have eve

found beads that the native peoplemade out of egg shells. Som

eggs are as long as 33 cm—thwould make the volume 16times greater than that ofchicken egg. Imagine onegg that could make omelefor 53 people!

2al Documents. Scientists have had to do some de-work to find out how big the elephant bird really was. his bird went extinct

me during the seven-and eighteenth

es, we have had eports of ele-ird sightings. A governor wrote in 1659. Marco

eported stories The only thing they s that it was really big!

obody actually measured one, s needed more information.

1

3 Bones. Scientists havfound a whole skeleton’s wor

of elephant bird bephant bird brd bones! Thougones! Though ieach individualdual was different, thesfferent thes

bones give usus an ius an idea of what the eldea of what the el of whaphant bird was likphant bird was like. The tallest e. The tallest sst skeletons are almost letons are almosare a 3 m taand we can measurecan measureand we thethe length andthe length and thlength and thd thickness of theckness of the bone bonckne eses deteddetermine thtermine that elethat eleetermine that elemine that elephant birdsphant birds probabphant birds probably weighed betweenly weighed betweened betweenn 355 35 35 35 35to 50to 500 kg. That’s o 500 kg. That’s 500 kg. Thatkg one big bird!one bigbig ig one big b

elephant bird

ostrichoviraptor

woman0 m

1.5 m

3 m

16 CHAPTER 1

MOD

How do

Historicatective wSince thsometimteenth centuriesome rephant bFrench gabout itPolo reabout it. told us iSince noscientists

1

666 CHA7GOD’S LIVING WORLD

ETHICS Looking to the Bible

Image of God. A key biblical starting

point is to treat people with respect

since we all bear God’s image. Be-

cause of this characteristic, we have a cause of this characteristic, we have a

special position and responsibility for

how we treat people (Gen. 1:26–28).

1

BIBLICAL PRINCIPLES“What does the Bible say?”

Creation Mandatee. We

have a duty to wwise-ly care for God’s ccre-ation. We are not ffree to use it any way y we want to. It doesn’t be-long to us, and wee are accountable to Good for how we use and caare for

His world (Gen. 1:226–28).

2

BIBLICAL OUTCOMES“What are the results?”

A Thriving Creation. God’s first

blessing of mankind included

the Creation Mandate. It is our

job to make creation thrive

(Gen. 1:28; 2:5, 15). We are to

wisely use and cultivate creation

so that it flourishes.

2

God’s Whole Truuth. God’s

image in people aand the Cre-

ation Mandate touuch many ethi-

cal issues. But otheer parts of Scripture

also give us helpful insighful insights about what

God wants us to do. Part of making wise ethical i thical

decisions is developing a broad understanding

of God’s Word and applying it to life in God’s

world.

3

Human Flourishing. As soon as God created

mankind, He blessed him (Gen. 1:28). Passages

like Psalm 1 and the Beatitudes teach that

God wants people to enjoy blessing, or flour-

ishing. He wants people to savor the joy and

peace that comes from living life to the full-

est. However, flourishing in a sin-

cursed world sometimes looks

very different from what we

think it would (see Mat-

thew 5:1–11). We need

to align our ethical de-cisions with God’s will. By looking at the out-comes of an ethical decision in life science, we can maximize hu-man flourishingman flourishing.

1

God’s Glory. The ulti-

mate goal of all that we

do should be God’s glory (Lev.

10:3; Ps. 115:1; Rom. 11:36). Our decisions should

show God that we love and honor Him. This includes

what we do at school, at home, and at work. Some

decisions may seem to be ethical because they help

creation thrive. But if they leave God out—if they fail

to show God the honor He is due—they are not truly

i ht decisionsright decisions.

3

rd en es

me at

60 f aneets

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107CHANGE IN NATURE

The second thing to note is that each kind of organism was created fully formed. When God called for plants on Day 3, plants came forth. When He called for cattle and creeping things on Day 6, that’s exactly what the earth produced. God did not call forth living things as unicellular life that then needed to evolve into plants and animals. They have existed as plants and animals ever since they were first created.

The Fall and the FloodThe Bible tells us that God’s original creation was “very good.” There was no death or disease. All of God’s creatures had what they needed to live and thrive. But mankind sinned against God and brought the earth under a curse. Sickness and death entered into the world. Even dinosaur fossils show signs of growth defects, arthritis, and bone fractures.

After Adam and Eve were banished from Eden, mankind’s wicked-ness increased to the point that God chose to bring a terrible judg-ment on the earth—the Flood. This global disaster covered the entire earth in water and lasted about a year. All the air-breathing animals that lived on land perished, along with most of the people. Only No-ah’s family and the animals onboard the Ark survived.

5-8 Same kind, different species

5-9 Since the Flood was a worldwide disaster, we should expect to see evidence of it in the fossil record.

bjupress.com | 800.845.5731

Teacher EditionThe teacher edition presents teaching strategies and formative assess-ments aligned with educational objectives. The strategies focus on ex-plaining concepts to students by moving from concrete to abstract and by linking scientifi c concepts and processes with prior learning. The teacher edition features teaching strategies, icon-coded items such as diffi cult concepts and group discussions, complete answers to review questions, and background information to enhance classroom instruction as well as a full-year lesson plan overview.

Student EditionThe student edition explores all living things—starting with cells, moving to plants and animals, and fi nally to the pinnacle of God’s cre-ation: humans. Clear, accurate scientifi c images help students picture the structures they study. Case studies, webquests, ethics boxes, and questions help them think like scientists and view life science from a biblical perspective. Most chapters include an in-text lab exercise that challenges students to apply the content to a real-world problem.

Student ActivitiesThe student activities get students exploring God’s world both in lab and fi eld investigations. Students learn about life through observing, record-ing, and analyzing samples and data from the living world to make mod-els, predictions, and graphs. The manual also provides one STEM activity and four inquiry labs.

CHAPTER 1: GOD'S LIVING WORLD

NAME:

DATE:

9LOOKING WITHIN

LAB 1D

LOOKING WITHIN

Observing Cells with a Microscope

HOW CAN I SEE CELLS?er we’ve investigated the properties of life, including cells. d how microscopes work. But how can we see cells? You can cope to find out what cells look like.

Procedurea microscope to observe several prepared slides (slides thated tissues mounted on them) and fresh specimens that yourchosen. Prepared slides usually have specimens that havefor easier viewing. Different organisms have different kinds

ure to observe at least one kind of animal cell and one kindView your slides at both low and high magnification.y g g

USING THE MICROSCOPEw these instructions to properly obtain, set up, and return ope.

Always carry the microscope properly. ring and bumping may bring the lenses out of adjustment.

maging the microscope, observe the following rules.

• ecessary to take a microscope out of a cabinet or cupboard, ul not to bang the microscope against the sides of the cabi-

• e microscope with one hand under the base and the other lding the arm of the microscope.

• o keep the microscope close to your body in an upright po-that the eyepiece does not slip out of the eyepiece tube or e (depending on the style of microscope).

• place the microscope on the table and position it cm from the edge.

EEquipmentmicroscope

prepared slides of various kinds of cells

slides of fresh specimens

Key Questions

• What do cells look like?

• How do I use a microscope?

?

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CHAPTER 1: GOD'S LIVING WORLD

NAME:

DATE:

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01

THIS OR THAT?

LAB 1E

THIS OR THAT?

Using a Key to Identify Organisms

HOW CAN I CLASSIFY UNFAMILIAR ORGANISMS?

When Michael Fay hiked 3000 miles through the tropical rainforests of

Gabon in 1999, he stumbled upon many organisms, some of which he

didn’t know at first glance. How could he identify them, and how could

he know whether he had discovered a new organism?

Scientists like Michael Fay use dichotomous keys. Dichotomous keys are

flow charts used to classify organisms according to physical character-

istics that can be observed. One of these characteristics is symmetry.

An organism shows symmetry if it can be divided into equal halves.

If an organism has a top and bottom but no right and left sides, it dis-

plays radial symmetry. Another characteristic is a skeleton. If an animal

doesn’t have a hard outer covering, then it must have some other type of

support. Often it has a skeleton inside, including a backbone. Look for

other features to classify organisms, such as gills, feathers, hair, tentacles,

shells, or body segments.

Now you get to do it! Using the Dichotomous Key on page 17, identify y

the phylum, subphylum, or class to which each animal in the pieach animal in the picture

belongs. Start at the first row, and fot the first row, and follow the directions. Sometimes

you’ll get a fyou’ll get a few hints along the way. Assume that animals have backbones

unless otherwise stated.

1.1. has no backbone

3. has no backbone

2.2.

4.4 has no backbone

Michael Fay

has no backbhas no b on

2.2.

has no backba

EEquipment

Dichotomous Key

Key Questions

• What is a dichotomous key?

• How can I use a dichotomous key

to classify unfamiliar organisms?

?

33CELL STRUCTURE

m, or ER, is a network of tubes nsport proteins and other cell. Rough ER has protein-ed to its surface. ER without R, makes fat molecules for R, makes fat molecules for

8

sent to the Golgi many of these pro-, small bubble-like , small bubble-liketo their final desti-

ssemble proteins. them.

10

The lysosomes are small organelles that act as the demo

The lysosomes are small organelles that act as the demo-lition crews of the cell. They contain enzymes, which are proteins that speed up or slow down chemical reactions. The lysosomes dispose of old cellular structures and de-stroy foreign substances such as bacteria or viruses.

12

ypes of long, thin cell. It helps the also serves as a lles.

11

The “powerhouses of the cell,” the mitochondria (s. mito-chondrion), make most of the cell’s ATP, which is used to power cellular processes.

13

EUKARYOTIC CELL STRUCTURES

A inside a nuclear membrane, and exits the nucleus.

7

10

1

49

12

11

7

6

13

8

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the DNAt enters

CHAPTER 348

The “rungs” of the DNA ladder are made of pairs of bases 3 . It should come as no surprise that a base on one side of the DNAmolecule coupled with its partner on the opposite side of the molecule is known as a base pair. There are four kinds of basesfound in DNA: adenine, thymine, guanine, and cytosine. Because of their chemical structures, these bases can pair together in limited ways only—adenine always pairs with thymine, and cytosine always pairs with guanine.

The sides of the ladder 1s. made of two different molecules.

ed One is called other is a sugar known as thribose

The long DNA molecule is made of many smaller subunits known as Each nucleotide consists of a sugar, a phosphate, and a base. The DNA in each of your phate and a base The DNA in each of yourcells consists of about 6

ke a twisted ladder, a shape callp ed a A DNA moleculeDNA m looks likoks lure was first suggested by James D. . This structuCrick in 1953.Watson and Francis H. C. C

BASE

PHOSPHATE

ADENINE + THYMINE

GUANINE + CYTOSINE

12

3

3A

DNA AND GENESHow do cells store information?

3.1 THE NEED FOR INFORMATION The larva onThe larva onThe larva The larva onThe larva onThe larva he larva onThe larva onThe larva onThe larva on larva onarvalarva on the pre the pre the pre the p the prethe preethe pree prethe preprhe prethe prhe preee

eeaeaeaeaeaaaeea star, the lstar, the lstar, the lstar, the ltar, the lstar, the lar, thstar, the lstar, thettar, thear, tar, thestar, thehaa arva needs aarva needs aarva needs aarva needsarva nerva needs aarva needs aarva needsva needs arva needs aarva needs aarva needs aarva a needs rva needsrva needsarva needs a plan for maplan for maplan for maplan for maplan for malaplan for maplan for maplan for maplan for mplan for mfor mplan for plan for making majorking major king major king majorking majorking majorking majoking major king major ng majong major ing majoking majorng majorking majororking mamamchange into hangchange intochange into change intchange intochange into hange intoange into change into hange intnge i tge intoo i an adult sean adult san adult sean adult sean adult seult sean adult sedultan adult sean adan aduan adult sen adult seaNNewNewNeNewNewNNewNewNewewNNew types of cetypes of cetypes of cetypes of cetypes of cetypes of cetypes of cetypes oftypes of ceess of cetypes of ceypes of cetypes of cep etypes of cee et lls with nells witls wills with newlls with newlls with newlls with newlls with newlls with newwith newlls with newlls with newlls with newlls with ns with newwith new functions hfunctions hfunctions hfunctions hfunctions hfunctions hfunctions hfunctions hfunctions hfunctions hunctionsfunctions hfunctions hs avaveaaveveaveaveaveavaveveanges to ichanges to ichanges to ichanges toanges to changes to ichanges tochanges to ichanges to ichanges to ichanges to ihanges ts body. Nbody.ts body. Nts body. Nts body. Nts body. Nts body. Nbody. Nbody. Nts body. Ns bodyts body. Nboisis,isis,is,iisis,sis,, the sea stathe sea stathe sea stathe sea stathe sea stathe sea stathe sea stathe sea stahe sea she sea sthe the sea stathe sea stae as r needs a cer needs a cer needs a cer needs a cer needs a ceneedsneeds a cneeds a cer needs a ceeeds a ceneeds a cer needs a cenr needs a c rtain somethrtain somethrtain somethrtain somethrtain somethrtain somethrtain somethsomethain somethrtain somethhrtain somethn somethtn son ing. It ing. Iting. It ing. It ing. Iting. Iting. It ng. It ing. Itinini Itto be added.to be added.to be addto be addedto be added.to be addedto be added.to be addedaddeo be addbbe addeo be addedbbe added. To do thiTo do tTo do thiTo do thTo do tTo do thdTo do thTo do thido thho ho d iido stt t st ttt t like peoplike peoplelike people like people like pee peoplelike people like peopleike people like people llike people like peopeik who build thwho build thwho build thwho build thwho build thwho build thwho build twho build thwho buih b ildbuild thho build thwho build thb ings need inings need inings need inings need inings need inngs need ings need indgs need ings ngs need ings needings need ins need ineednin strucstrucstrucstructrucstrucstrucstrucstrucstrucruccneeds informneeds informneeds informneeds informneeds informneeds informneeds informneeds informeeds informeds informfs ie ation. Justation. Jusation. Justtion Juation. Jusation. Justation. Justatiionon. Jusation. Jusu ---ea star larea star lara star laa star larstar larea star lara star larea star larstar laa star larstar larstar la va need instva need instva neea need inva need instva need insva need instva need instva need inva need insttva need ia needneed instructions tooructions tooructions tooructions toouctions tootions tooructions tootions tooooructions tooructiouctioi s oo . If it coul. If it coul. If it cou. If it coulIf. If it coul. If it coul. If it coul. If it coulIf it coul. If it coulIf it ou d d d dddddtions, the ctions, the cons, the cions, the ctions, thetions, the c, the ctions, the cions, ttions, the ctions, the ctions, the c, the ch ells in the ells in theells in the ells in theells in the ells ellsells in theells in the n thells in the ells in thens sesesesseeseeseeink, the snk, the sink, the sink, the snk, thek, nk, the snk, the sink, the snk theen ea star larvea star larvea star larvea star larvea star larva star larvar larvea star laea star larvtar lara star larvst a might be aa might be aa might be might be aa might be aa might be at bmight be aght emight be aa might be asking itselfsking itselfksking itselfsking itselfsking itselfsking itselfsking itsesking itselfing itsellsking itseking itseg ,,,,hithinithinthihithinhi

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STRUCTURE OF DNA

CHAPTER 110

HOMEOSTASIS

Homeostasis literally means “staying the

same,” indicating the general purpose of

this principle in an organism to keep the

internal conditions within the organism

relatively constant.

COMBINING FORMS

Now is a good time to introduce how

combining forms are used to understand

science terms. Refer students to Appen-

dix D. Also, the short introductory activity

below is suggested.

Introduce the word homeostasis by dis-

cussing its combining forms and their

meanings. Then divide the class into

groups of three or four and give them

the following words to determine mean-

ing using only the combining forms in

Appendix D: eukaryotic, prokaryotic, au-

totroph, heterotroph, and biobot. One stu-

dent from each group should write down

the meaning to each word. Alert students

to the possibility that not all the word

parts are in the appendix (e.g., bot in “biot -

bot”). In such a case, the students should

use the best meaning with which they

are familiar. Since these are terms that are

introduced later in the chapter, stress that

they use only the appendix or their own

knowledge as a source of meanings. After

about five minutes, have a representative

from each group read what they came up

with for each term.

For a more extensive combining form ac-

tivity, visit TeacherToolsOnline.com.

Class Closer: Have the students update their definitions from the start of class.Group Activity: Have students collaborate in using photos of “alive” and “not alive” items to determine the characteristics of living things. See the teacher note on deducing the characteristics of life on page 8.

Think, Pair, and Share Contest: After introducing the term homeostasis and illustrating it with one example, such as breathing faster as a result of exercise, have your students think about examples of homeostatic re-sponses in the activity described in the teacher note on page 8.

CHAPTER 110 CHAPTER 110

1.5 THE BALANCE OF LIFE how So now you know how to tell whether something is alive. But hnvidoes an organism stay that way? An organism’s body and its en -s to ronment are constantly changing, so the organism’s body hasincontinually adjust. There are life processes that work to keep an -

ternal balance. That’s what homeostasis —an is—proorganism’s ability to keep its internal p -oks cesses stable. The body needs and looexfor information about its internal or -

d to ternal state and for ways to respondchanges.

n to For example, when you beginmore exercise, your cells need m

nse energy. The body can sennd. this and it can also respo

ored Your body starts burning stoster, energy, your heart beats fasup. and your breathing speeds

n in Your body keeps the oxygenevel your blood at just the right leacso that you can sustain this -

mits tivity. Your body has its limarathough. Try running a ma -the thon without training! In anmost extreme cases, an org -

rom ism will die if the stress frr its its environment is too big for

body to balance.

The heart pumpps more blood.

More air is supplied to the lungs.More air is supplied to the lungs.

The blood carries more oxygen.

11GOD’S LIVING WORLD

LIFE MOST SPECIAL

This might be a good place for a class

discussion on how life is special and

human life is most special. This could int -

clude the reasons for this uniqueness and

the ramifications regarding issues such

as abortion, embryological stem cell re-

search, drug testing with animals, and

the actions of animal rights groups. Ques-

tions to ask include the following: “Do

we know of life on other planets? What

makes our Earth especially suited for life?

Is this all just a coincidence? Is human life

any different? How is it different? Should

we value human life above other kinds

of life?” You might also bring in the prin-

ciples involved with making ethical deci-

sions.

1B REVIEW ANSWERS

1. Snowflakes don’t consume energy or reproduce. (p. 9)

2. Humpback whales exhibit internal organization through homeo-stasis. They consume energy, grow, respond to their environment, and reproduce. Since they have all the characteristics of life, they are alive. (p. 9)

3. God commanded animals and mankind to reproduce after their kind. The ability of life to reproduce is part of God’s good design of creation. (pp. 4, 9)

4. a. A thermostat exhibits homeostasis because it can switch a heater or an air conditioner on or off using information about the tem-perature nearby.

c. Autopilot in an aircraft will steer an airplane in response to changes in its environment in order to arrive at a set destination using information about direction.

d. t Cruise control in a car exhibits homeostasis because it can adjust how much fuel is fed to an engine on the basis of information about speed.

The electric mixer and hairdryer don’t exhibit homeostasis because they don’t have mechanisms to collect information and respond to changes in the environment. (p. 10)

5. Student responses should contain some of the following words: God, design, homeostasis, energy, information, and organization. (p. 11)

6. e God made people in His image and commanded them to wisely rule His world. (pp. 4, 11)

11

1.6 THE VALUE OF LIFE

Your body is made of about 60 trillion cells! God has engineered all these cells to work together to maintain your body’s homeostasis. He didn’t do this just for you; God provides this for all living things. Life is special because the Bible tells us that God created life. It has been divinely engineered with everything it needs down to the tiny cell. The energy and information required to sustain life show us that it is no coincidence. The complexity required for even a unicellular or-ganism to maintain homeostasis is too great for it to be the product of random chance. God provides for life.

God doesn’t just provide for you—He loves you and made you in His image. Your body reflects His divine design, and you reflect His image. We will explore many living things in this textbook. Remem-ber your place in God’s creation: you are His special design.

1B REVIEW QUESTIONS

1. A snowflake moves, grows, and has an organized crystal structure. Why

isn’t it considered alive?

2. Humpback whales migrate to the coast of Madagascar to give birth. A mother won’t eat for several months until she and her nursing calf migrate to the Antarctic to feed on schools of fish. Prove that the humpback whale is alive using the characteristics of life.

3. How is the ability of living things to reproduce linked with the Bible’s story of Creation (see Gen. 1: 24–30)?

4. For an organism to maintain homeostasis, it needs a way to (1) collect

information about the environment and (2) make changes to stay bal-

anced. Identify which of the following machines perform both functions

and explain your answer(s).

a. thermostat

b. electric mixer

c. autopilot in a flying airplane

d. cruise control in a car

e. hairdryer

5. How do living things show that God has divinely engineered them?

6. How are people different from other living things?