The Purpose of this Science Kit about Design
primary purpose of this science kit is to give the student understanding of a particular type of
scientific evidence for creation and against evolution. Toward this end the student also
learns the logic of the scientific argument for creation. The rudimentary principles of
the theory of organic evolution are explained so that the student can appreciate how that
theory fails to explain the complex biological designs found throughout the world of
living things. It is seen, then, that it is entirely in accord with science correctly
understood to believe that complex biological designs did not come into being by unguided
evolution, but that they indeed came from the infinite Mind of our Creator-God, as is
revealed in the Bible. The examination of selected marvels of God's handiwork in living
things serves to bring to the hearts and lips of God's children praise and thanksgiving to
God for His wisdom and power in creation.
Section 3 of this study is included in a separate section since it contains many quotations from scientists who hold to evolution. The parent is advised to read this section prior to assigning it to the student so as to be sure that this material is approved by the parent. The quotations are quite enlightening and in themselves quite devastating to the evolutionary theory as they constantly point out the fallacies and inadequacies of the theory as written by evolutionists themselves. We may not agree with all that they say however, and thus the caution to the parent.
DESIGN IN NATURE
The student should become familiar with the following examples of design presented in the text.
Each of these examples will be useful both in witnessing to others and in sharing Creation in the classroom.
Selected vocabulary words could be assigned by the parent or teacher to be looked up and learned or given as a spelling test.
An essay could also be assigned as an added research project with special attention given to the use of certain evidences of Design as a witnessing tool or as a means of asking questions and creating discussion in the science classroom.