Chapter 5A, 7B, and 25A Links – Cell division and reproduction
Site is a 42 frame, college-level, lecture series on cell division which details bacterial cell reproduction on slides 006 – 008. Evolutionary content.
When a person scratches an itch, he or she destroys skin cells. The skin cells must be constantly making new cells to replace those which are destroyed. When the skin replaces dead or damaged cells, it performs reproduction. This web site has a wonderful animation of the processes involved.
This site provides an animation of mitosis. It allows the student to download the animation so that it can be viewed. Contains evolutionary content.
Wondering how scientists construct the karyotypes mentioned in your book? This page gives you procedure.
Site provides a side by side animation of the two reproductive processes. There is also a link to a chart which shows a side-by-side comparison of mitosis and meiosis. Contains evolutionary content.
This web page contains a great animation of the second part of the gamete formation process.
Wonderful graphic on this site which details the mitosis process. There is also a summary of the stages in the process. Some of the supporting pages contain evolutionary content.
Again, an awesome summary and great graphic of meiosis is available on this site. Very well done, but the site talks about cloning on some of the linked pages.
This site explains how DNA is copied to begin cellular reproduction.
This is another site that explains DNA replication.
All life forms reproduce. What about mules? Mules do reproduce cells and, although rare, have the potential to reproduce sexually. This page provides information on mules and mule reproduction statistics.
is reproduction accomplished by a single organism. This page details the different ways that this can be accomplished. Sexual reproduction is the production of new individuals following the mixing in a single cell of the genes of two different cells, usually gametes and usually from different parents. [in humans] [in angiosperms] [in gymnosperms] [in mosses] [in ferns] [in bacteria] [in Paramecium]
In the living cell, DNA undergoes frequent chemical change, especially when it is being replicated (in S phase of the eukaryotic cell cycle). Most of these changes are quickly repaired. Those that are not result in a mutation. This page shows the process and end result of mutation.
Cloning is not creating life. The cell that was used to make the animal was already living; hence, what scientists are doing are simulating a cell to do what God already designed it to do. Science has it limitations. It can only take what God did and try to imitate it.
Chapter 5B and 6 - Genetics
Well aware that many of these sites have evolutionary concepts. Even in selective dog breading, there is a loss of genetic information. Evolution requires the addition of genetic information. Please remember concepts such as genetic load and also refer to Answers in Genesis.
In this virtual lab, you can "order" fruit flies with many different traits, then you can "mate" them, and then you can analyze the offspring to see what happens. The results are realistic.
The life of Gregor Mendel has two important lessons for us. First, even though he loved science, when he thought that his church was threatened, he gave up science to battle for the church. That demonstrates a scientist with the RIGHT priorities! Second, he was considered a failure most of his life. However, the science he discovered is the basis for almost all research in genetics today. Thus, even if the world considers a person a failure, do not pay attention! This web site provides details of Mendel’s life and times.
The exhibition "Gregor Mendel" is based on "The Genius of Genetics, a celebration of Gregor Mendel (1822-1884) through science and art". It aims to unravel the "little trick" and "long story" of Mendel's discovery. If you are a history buff this site is worth the visit. Contains evolutionary content.
This web site provides Mendel’s biography, a summary of his discoveries, and interactive pea experiment, bibliography of other works, and a glossary of genetic terms. Contains evolutionary content.
This page illustrates Mendel's "Experiment 1" using smooth and wrinkled peas.In his first experiment, Mendel demonstrated the concept of heredity in the mating of pea plants. Mendel suspected that heredity depended on contributions from both parents and that specific characteristics from each parent were passed on, rather than being blended together in the offspring. This web site uses an outstanding graphic to helps the student understand this concept.
This page gives you some practice with basic Punnett Squares.
Outstanding simplified discussion of the concepts of recessive and dominant traits. Graphic on this page really helps the student follow the concepts. Contains evolutionary content.
Great page which summarizes and explains the differences between genotype and phenotype.
Want to review Chapter 5B? This page provides questions and answers.
Excellent summary of all the concepts in this Module but is loaded with evolution ideas and concepts. Has a great discussion of pedigrees.
This is a good tutorial on dihybrid crosses, using guinea pig fur as the example.
This page uses drawings of chromosomes instead of X’s and Y’s to show the concept.
Page uses drawings of chromosomes instead of X’s and Y’s to show the concept. Great pre-lab for Lab 5b (sex-linked traits)
All humans and many other primates can be typed for the ABO blood group. There are four types: A, B, AB, and O. There are two antigens and two antibodies that are mostly responsible for the ABO types. The specific combination of these four components determines an individual's type in most cases.
Genetic disorders are medical conditions caused by mutations in a gene or a set of genes. Mutations are changes in the DNA sequence of a gene. They can happen at any time, from when we are a single cell to when we are 90. This page helps the student understand the various classifications of genetic disorders.
This website discusses the current view of the genetics of eye color. There is a link to a calculator that tries to predict eye color, and there is also a link to all of the possible genotypes given a specific eye color.
Translated version of Mendel’s actual research work. This paper is worth the read if you are planning on going to college.
Page provides a great graphic of the components of a gene.
This is a detailed look at the project that has mapped the human genetic code. There is some evolutionary content.
This website has a lot more information on genetics than will be covered in a first year high school biology class. If you want to go through the website, you need to do the topics in order. Some of the first two links will be review, but you need to have them to acquaint yourself with this author's style of writing and vocabulary usage. There is evolutionary content here.
This is a detailed look at the project that has mapped the human genetic code. There is some evolutionary content.
Chapter 8 – Origins
This is the largest young-earth creationist organization in the world. Every link on this page sends you to several articles on the subject. You could spends days and days on this site. Upholding Genesis and all of Scripture as the true inspired Word of God is the best part about AiG.
Want information on young earth views? Here is a great page for the student that wants to look at scientists who believe it and evidence for it.
Darwin’s biography page. Site contains links to other materials about Darwin’s work.
Not all carnivores are carnivores. This little article demonstrates that even a lion can be an herbivore. References Genesis 1:30 “And to every beast of the earth, and to every fowl of the air, and to everything that creepeth upon the earth, wherein there is life, I have given every green herb for meat: and it was so.”
Microevolution is the process that is responsible for the many variations of some species of living things, such as dogs and finches. Macroevolution is the mythical process by which one kind of creature, such as a reptile, turns into another kind, such as a bird. This great little article presents a logical comparison of the two ideas.
This is the website of the "Intelligent Design" movement. It has several excellent articles on the design that you see in nature as evidence against evolution.
Many people think paleontology is the study of fossils. In fact, paleontology is much more. Paleontology incorporates many different kinds of data from different fields. This site provides links to three different areas to explore regarding paleontology. Heavy evolutionary content.
Malthus gave Darwin the idea of ‘survival of the fittest,’ which led Darwin to come up with natural selection. Malthus said that life is a constant struggle for food, shelter, and a mate. The strongest will survive. Darwin said that, much like a racing dog breeder will throw away the slow dogs and continually breed the fast dogs, nature will “throw away” the weak because they will not be able to win the struggle. Thus, only the fittest will survive.
Lyell introduced Darwin to the idea that “the present is the key to the past.” Darwin saw variations between parents and offspring. This present phenomenon, if given enough time, could “pile up” differences between offspring and ancestor. This could show how all species developed in the past. Lyell’s ideas gave the first strong arguments for an earth that was millions of years old. Darwin knew that such time spans would be the key to taking the small variations we see today and ending up with all of the different species that exist in the world.
How do evolutionists explain the difference between evolution and the geologic record? Evolutionists now believe in punctuated equilibrium. The main point of punctuated equilibrium is that changes occur quickly through a rapid series of mutations. This website has a pro punctuated-equilibrium discussion.
This article discusses in detail how the geological column is actually a construct and does not really exist anywhere on earth.
Darwin’s personal journal of the voyage is detailed in this twenty-one chapter work. Darwin did more than explore the Galapagos Islands. The complete voyage as well as a sketch of Darwin’ observations in Natural History and Geology are presented.
What about Archaeoraptor and Archaeopteryx, which some evolutionists claim are ‘missing links’ between dinosaurs and birds? What about dinosaurs? When did they live and how did they die, and did they evolve into birds? This page provides some great links and explanations to these questions. Well worth the read. From Answers in Genesis.
Excellent contrast and comparison essay on the differences between Evolution and Creation ideas. Wonderful and logical analysis is presented.
Details the discovery of Lucy’s bones.
College-level, Power Point, lecture presentation on structural homology. Graphic version provides detailed views of protein composition.
Chapter 9 – Classification
This website gives an overview of the 5 kingdoms. Contains some evolutionary content.
This site is written from an old earth/evolutionary point of view. The Domain Eukarya includes all of the organisms with eukaryotic cells.
is a site which explains the various kinds of decomposers and how they work together to maintain the biosphere we call Earth.
is a hierarchical system for classifying and identifying organisms. This system was developed by Swedish scientist Carolus Linnaeus in the 18th century. Linnaeus's taxonomy system has two main features that contribute to its ease of use in naming and grouping organisms. This site discusses those two main features and explains how the the system works.
is a web based interactive lab which walks the students through using a biological key.
provides an excellent overview of classification the history behind the system.
is a pictorial site which is set up like an encyclopedia of animals.
is the arrangement of organisms into categories that express their PHYLOGENY, or line of descent, based on information such as structure, development, biochemical or physiological functions, and evolutionary history of organisms. The purpose of such a classification is to provide a clear and practical way to organize and communicate information about organisms. This site details the history and structure of the system.
is a page devoted to helping the student learn how to use biological keys. The page starts out with simple examples from the kitchen and progresses into a more complex biological model.