Debunking The Top 10 Pillars of Evolution

Why Biblical Creation Matters for Christian Faith and Effectiveness

So, let's talk a little bit about why biblical creation is important. I mentioned this a couple nights ago, but I believe that a Christian's faith and eternal effectiveness will only be maximized if they fully believe in the history of the Bible and are empowered by the Holy Spirit.

You need to have both. If you're going to walk through this life and be a vessel by God that's going to be used like Ephesians 2 talks about, where we do good works which God prepares in advance for us to do, you can't have a lot of dissonance and doubt pulling your mind back.

You've got to be fully engaged knowing in your mind, wow, what I'm talking about, what I'm believing in is really true, then your heart's got to be a vessel for the Holy Spirit, but you really have to have both or something's going to be holding you back.

The Lord Himself said that you should love the Lord your God with all your heart, your soul, your strength, and your mind. So, what we see with a lot of teenagers is they say, well, I'm willing to give my heart to the Lord and my soul is His, I know, and my mind, okay, let's give Him my mind and let's give Him my strength, too.

So these are the four things that we can give unto the Lord. And then, so we have this Christian experience and dedication, so we want our heart to go all the way across. We want our heart to be fully in, dedicated to Christ, loving the Lord as much as we can.

We know our soul is locked up in eternity, but for a lot of students today, that's what happens to their mind. They go halfway and they're like, oh, wait a second, why doesn't the Bible line up with science because they're drowning in 250 pages of evolution teaching.

So their minds never cross this chasm, they stay parked right there, and if their mind's not there, well, then why bring their strength? Why go around and evangelize downtown to the folks down there in need if you really don't believe the Bible?

It's not going to be an engaging thing, so we want to bridge this gap with God's Word and have them trust and believe from the beginning of God's Word that it's all true. Okay, so a lot of teenagers today, because they're getting crammed full of 250 pages of evolution teaching, but they have experiences with Christ, they love singing and worship, they believe Christ is real, they're Christians.

But when they graduate from high school, in order to try to weave and bend the evidence for evolution into their Christian worldview, they adopt theistic evolution. They believe that God created over the process of evolution, over millions of years, because it's their way to try to integrate the two.

But there's a problem with that because the special creation says that God started with.

The earth.

Evolution said it started with the Big Bang. The creation order on day two, there was water before land, well, evolution has it the other way around, totally opposite. Day three, you've got first life on dry land, well, evolution says life evolved in the water.

A little bit different. Sun, moon, and stars are created after the earth, and then here in evolution, the stars and galaxies were formed before the earth and the planets. Day five, you've got birds before dinosaurs, well, evolution says dinosaurs became birds.

And by the way, that's a relatively new idea, I certainly never heard about that when I was a kid, but now when you go to these big dinosaur shows all over the place, they're sticking feathers on every dinosaur every which way all over the place.

They basically turn them into large talking chickens there. And then on day six, we've got man created in God's image from dust, and in evolution, man is made in animal likeness from ape-like creatures.

So the Bible says we're made in the image of God, not in the image of apes. So this is the poison that the kids are adopting. And then they get to the creation account, and they're like, well, that must be myth and fairy tale, and if that's myth and fairy tale, why do I need to submit to anything else the Bible says?

This is happening on a global scale right now when kids are not living their lives seriously under the fundamentals of scripture, which just really wants the best for them, God wants the best for them, and they're like, well, you know, if it's kind of mythical, then I can pick and choose, like a cafeteria, I can pick some of this doctrine and leave that doctrine behind, I can pick some of this one and pick some of that one.

The kids that I see that are living blessed, thriving Christian lives are the kids that believe that truth begins at the beginning of the word, and they start building their lives from that. So let's look at teaching in evolution, evolution teaching in school.

So this talk is titled Debunking the Ten Pillars of Evolution, but it's really modeled over the template of the evolution that's taught in public schools. So if you were to take all the public school textbooks that talk about evolution, they're going to boil it down to these ten things, deep time, which is the foundation for their whole theory, it all requires deep time, then they've got human evolution, adaptation, natural selection, fossils, common ancestors, homological structures, vestigial structures or leftover structures, whale evolution, and extinction.

These are really the ten pillars that the kids are getting inundated with today. It used to be starting in fifth grade, now they've rolled it back to third grade, so they're starting even earlier. Let's deal with the first pillar, the age of the earth and radiometric dating.

So you've got to ask yourself the question, why does the world push millions of years? Well, the answer's pretty simple because there's this doctrine that fundamental Christians hold to called special creation, which means, in fact, I was just at a church recently and I asked all the kids, I said, how did God create?

What were the mechanisms that God used? And it was crickets, nobody knew. The mechanism is really simple, he spoke it over and over and over again. There was light, there was evening, morning, day two, and then God said, and then God said, and then God said, and all through Psalms and Isaiah, it talks about God commanded and it stood firm.

So if you don't want to agree in the special creation that God miraculously spoke into existence, you've got to have something stretched out over millions and millions of years so it could come into place randomly.

So over and over the place, you look on TV, you go to natural history museums, you can't even take a bike ride around Lake Natomas without seeing signs of millions of years. It's everywhere. Kids are steeped with it.

And they know that it has to be fundamental to the idea of evolution. Here's a clip from a high school biology book that says this, evolution takes a long time. If life has evolved, then Earth must be very old.

Hutton and Lyell, which were two geologists of the 1800s, argued that Earth was indeed very old, but you know, interesting, did you know that these guys said that they wanted to free geology from Moses?

That was their goal. They wanted to take geology out of the context from Moses and the genealogy and freed up to the idea of uniformitarianism or deep time. So he goes on and says that they argued that the Earth was indeed very old, but technology in their day couldn't determine just how old.

Half a century after Darwin published his theory, however, physicists discovered radioactivity. Geologists now use radioactivity to establish the age of certain rocks and fossils. This kind of data could have shown that Earth is young.

If that had happened, Darwin's ideas would have been refuted and abandoned. So it's necessary. This idea of deep time is the foundation for their whole idea of evolution. So the battle line is drawn. So these are all 10, let me see, this is just four of the books that talk about biology.

These books are 1 ,000 pages long. Most of them include 150 pages of evolution teaching. One-eighth of these textbooks deal with evolution. So these kids are just getting drowned in it, lots and lots.

So these things, all these things, what do they have in common? Things like children's books, dinosaur shows, public camp retreats, college professors, peers, family members, nature trails, state parks, museums, public school, television, and movies.

In fact, I someday try to see if I can just go a day without seeing millions of years somewhere. You turn on the History Channel, it's there, NOVA, you go watch movies today. The kids are being steeped in this idea of millions of years.

But the Bible presents a much different history because who existed before Adam? Nobody. There was no population of apes that God plucked and said, well, this ape looks cute. I think I'll turn him into a human.

You know, it just did not happen. We have the family of Adam from Genesis 5, and we know that Adam lived 130 years. He begot a son after his own likeness, so we know it was his issue. It was his kid, named him Seth.

After he had Seth, the days of Adam were 800 years old. So the total days of Adam lived were 930 years. You add all these up and you get about 1 ,656 years between creation and the flood. So either this is inspired scripture and it happened, or it's not because it's written like a history book.

The first 11 chapters of Genesis have the birth years, lifespans, or death of 37 patriarchs. That's not allegory, it's not poetry, it's talking about real history. Here we line it all up. We spent about five minutes last night talking about the fact that these pre-flood patriarchs lived an average of 912 years.

Then they hit the flood. Then their lifespans began systematically and exponentially declining, getting shorter and shorter lifespans. And that was all because there was a genetic bottleneck. When you take only eight people from this population of the human genome that had probably millions of people before the flood, you take it down to just eight, put all those eight people on the ark, and their mutations due to inbreeding start exponentially increasing and people start living shorter and shorter lives.

There's lots of science to support that. Jesus actually believed that Genesis was a real history book. He threw back and talked about Adam and Eve, Cain and Abel, Noah and the flood, Sodom and Gomorrah, and he also endorsed the Mosaic authorship of the Pentateuch.

Forty-two times Jesus referred back to the Old Testament and he never treated it in an allegorical or figurative sense. Every single time, here's all the references, he's referring back to like Exodus and Deuteronomy and Genesis, Leviticus.

He's referring back to all these threads of the historical platform of the Bible. He didn't mythologize any of it. He regarded it as a history book. So when you take these 87 patriarchs and you look at them, we've got Adam and Eve and then we've got their kids led to their kids.

We've got this masterful genealogy that not only is drawn from Genesis 5 and 10, it's also repeated in Luke 3. So if you're going to throw this part out, you might as well throw out the New Testament too because those guys believe this stuff.

So it goes all the way back, it goes from Adam to Jesus in Luke chapter 3. But where does the world get this idea of millions of years from? Well, they get it from radiometric dating. You can take radioactive materials like uranium and see it decay into lead or potassium into argon.

And you take the parent isotope and see how fast it decays in today's atmosphere into a daughter isotope. But there's four assumptions that we can't go back and see and test or observe or repeat like real science would require to prove that this is good science.

Because it works today. It works really reliable and consistently. You'll get the same ratios or similar ratios when you look at these decay rates in a laboratory today. But we don't know the starting amount of the parent isotope because we weren't there supposedly millions of years ago.

We don't know the starting amount of the daughter isotope. We don't know the decay rate is the same back then as it was today. And we also don't know if the whole thing is in a closed system, which it would be required to be in a closed system for it to be repeatable and reliable for back in the distant past.

So all kinds of assumptions go in to radiometric dating. So let's test their assumptions to see how well they work. This is Mount St. Helens up in Washington. Was anyone around when this thing blew its top?

I was a teenager. The sky was dark for three days. It was filled with ash. It was an amazing experience to live through. So there's what it looks like when it blows its top. It spewed forth ash covering three or four western states.

But that provided a great opportunity because you know what? We could then go back to the day site rock that was birthed out of the lava dome that people watched and got to see form in the 1980s, grab that rock, take it into a laboratory, and test how old it is.

We can test radiometric dating in real time. And if it was a 10-year-old rock, it should come back in a lab saying it's a 10-year-old rock. Well, they did it in five different ways, cut it every which way possible.

And these radiometric dating analyses shows that this rock that we knew was only 10 years old came back 2 .8 million, 1 .7 million, 900 ,000 years old, 340 ,000 years old. It was only actually 30 years, this particular sample.

So all five studies shows that a 30-year-old rock goes back and it's hundreds and hundreds of thousands of years old. This happens all the time. I was in an online debate once with a geologist. And he was saying, Dr. Biddle, it's crazy you believe this fairy tale stuff about Genesis and the genealogies because we know radiometric dating is true.

And I said, OK, that's great. I said, do you know of any studies of radiometric dating where they take the radiometric age of a rock into a lab and it validates to the known age of the rock? And he said, well, what do you mean?

And I said, OK, well, there's plenty of volcanic eruptions that people know happened in the 1500s and happened around the time of Christ or happened just 200 years ago where people, eyewitnesses, watched rock being formed, igneous rock pouring right out of a volcano.

So you take that rock that people watched get formed 500 years ago, take it into a lab, it should show 500 years. So I asked him, I said, are you aware of any studies where that's been confirmed? And he says, well, you told me you have 5 ,000 geology books in your library.

You should certainly be able to find one study that shows where it's been validated because that was the behavioral science background I came from when we had to validate things. And I said, you should be able to take a rock of a known age where people watched it form, take it straight into a lab, and it should correlate, should be the same or similar.

He's like, no, I can't. And it's because it's based on a theory. So it doesn't just happen at places like Mount St. Helens. It happens all over the place. Just here's an example of six. These are six different eruptions that people, we have eyewitnesses, we know how old these eruptions are.

And 50 years old, 500 years old, 200 years old, but they all return radiometric ages of millions and millions of years. So we do, as creation scientists, we firmly believe in what's called relative dating.

If you have an ash layer and some sedimentary deposits in another ash layer, you better bet most of the time they will show the younger stuff up on top and the older stuff on the bottom. There's no problem there.

But it's when you take the radiometric dating years into calendar years and you take that inferential step that the whole thing starts falling apart.

Okay.

So lots and lots of these studies have been done. So how many dating studies have validated against known ages of rocks?

Zero.

Now, we have had some people say, well, I found one study where they found that the known age of the rock was 600 years old and they dated it and it came back at 700 years or whatever. That's like shooting 1 ,000 arrows at a target, going up to the target and plucking out everything that's not in the bullseye and just saying, look at that, I hit the bullseye.

You know, there should be lots and lots of studies that show it happens and it validates all the time. But geologists know that this does not happen. So if samples of a known age radiometric doesn't work for those, what about samples of an unknown age?

So they assume it to work for samples of an unknown age, but we know it doesn't work for rocks of known ages. That's a huge logical problem here with the assumptions of radiometric dating.

Okay.

So my daughter was taking an advanced history class and I was having fun looking through her book with her and I said, look at this. This is very interesting. They have chronology of all these different events.

Like they've got the life of this guy Buddha, 563 BCE, the invasion of India, 520. There's another date here that's 327 before Christ. And notice here on these dates of these very historical, validatable events, like the Kushan empire and everything, they have date ranges for them.

But the date ranges all end and they have the hundreds place down, the tens place down and the ones place down. So they know for sure that this Merian dynasty went from 321 BC to 185 BC. Now let's go to things of the distant past.

Look at this. They have the era of Australopithecines, oh, well, between about one and four million. They suddenly widen it way up. And then the era of Lucy, well, about 3 .5 million years ago, early experimentation with agriculture.

They say, oh, maybe 10 ,000 to 8 ,000 and 10 ,000 to 300. Look at all the zeros here. So over here we know precise history, validatable, reliable history. Over here, big, long ranges because they're estimates, because they're based on theory and inference that we can't go back and test because we can't go back that far.

There's only 4 ,000 to 5 ,000 years of history. So now let's turn to the number one reason that students believe in evolution. We did a huge research survey of hundreds and hundreds of kids. Students actually between, I think, 18 and 25 asked them, what's the main reason you believe in evolution?

And 72 of them said that the number one thing was human evolution, then Darwin's theory, fossils and transitions, and science as an authority. But this is the big one. You ask people why they believe in evolution, it usually comes back to this.

So even if you open up a sixth grade textbook, they say, well, look, we evolved from Australopithecines to Homo habilis to Homo erectus and then on to Homo sapiens. Well, do you know if you just look at over here, start with Australopithecines, you could take all of the 380 specimens that they have of Australopithecines and put them in a couple of Home Depot buckets.

That's it. That's all they have. Homo habilis, this one, I really had to dig in and research because it was terrifying what I found out. I asked leading experts about this to confirm it. Guess how many complete Homo habilis fossils they have?

None.

Zero.

They have 100 pieces of bones that they invented a taxon for and said, well, we don't know where these fit. They look kind of human. They look kind of ape. So let's take these 100 little pieces of bones and invent a new taxon and call them Homo habilis, which means handyman.

But they don't have a single complete skeleton. That's just an invented taxon. Homo erectus are just humans and then Homo sapiens. So that's their idea of millions of years of evolution. Here is Lucy.

That's their best shot. Every sixth grade kid is going to spend a week or two learning about Lucy. She was only three and a half feet tall, about 60 pounds. Stands up real close to this young gal here, just very, very baboon, chimp-like looking creature.

They only have about 40 of her skeleton that they found. So they found this. Here's the different skeleton pieces that they found. And then they drew this in school textbooks. So it doesn't take very long to see the guesswork going into this.

So now they've got her walking upright. They added feet. They added hands. They added all kinds of inferences about her, the slope of her face. They gave her a boyfriend and a kid. Very, very interesting Lucy.

Lucy was actually a quadrupedal ape that went extinct during the Ice Age, so about 4 ,000 years ago. And there's not many of them. They look very, very chimp-like. But I would think if human evolution had happened, that we would have lots and lots of these fossils.

But when you go look at Lucy in museums today, look what they always do with her eyes. Isn't that interesting? You ever been to the zoo and seen an ape with eye whites? No, because apes don't have eye whites.

They don't have sclera like humans do. They do that to exaggerate her human-like appearance. Every museum you go to, she's got eye whites, and she looks like she's philosophizing somehow.

Very interesting.

So let's look at Lucy's skull. It was sloped and ape-like. You see the brown parts here are what they found. The white parts are all imagination. That's all plaster of Paris. They only found these little pieces.

The rest they completely guessed on. And if you look at the slope of her face and the angle in which the spine entered the base of her skull, absolutely ape-like. Lucy walked at such an angle. Her face was so sloped that she couldn't have walked upright, because if she looked down, she'd be staring at her big nose, standing out about right here.

So very sloped. And we also know from her foramen magnum, which is the hole in which their spine enters her skull, it came out about 18 degrees, just like chimps have today. And her slope was very sloped and ape-like, just like apes today.

So look at her field of vision there. She would have all this area she couldn't see, because she'd be looking down the slope of her nose, because her claim to fame is that she supposedly walked upright.

But that wouldn't work too well for Lucy. Here's just a chart from some secular research saying, well, this is chimps and Lucys. Look at her spine comes in an angle there, which would force her forward into a forward, hunched-over position, walking on all fours.

Humans were designed for walking upright, and our spine enters in straight like this. So look at the slope that chimps have in their spine, which is a slow-shaped C here. We have four curves to our spine.

It's called lumbar lordosis, which is how you need to displace all the weight in your spine when you're walking upright. They have a slow kind of a bend, a shaped C, so very much chimp-like. And they also know from skull scans that they've done on her semicircular canals that her posterior and anterior semicircular canals were only 50 the size of humans if you were to blow up her semicircular canals to be as big as humans.

So much, much, much shorter. And guess what we used for balancing while we're walking upright? Those two semicircular canals. We were about the same size over here on this one. But this one and this one, we have much bigger semicircular canals because we're able to orient and balance while walking or running upright.

So many scientists doubt that Lucy was on her way walking for that reason alone. So they've actually learned that one of Lucy's vertebrae did not even belong to her. Lucy was sifted out of 20 tons of dirt over a 50-meter, 50 meters of dirt were sifted to find her over 20 tons of dirt.

And so they somehow accidentally included a bone. Her thoracic vertebrae here belonged to an extinct theropithecus. So that doesn't sound, so if this part didn't belong to Lucy, I wonder what else doesn't belong to Lucy.

You go to museums today and they all still have this bone here. But evolutionists admit, yeah, that's a given bone. It has nothing to do with australopithecines. Now the paleontologists are actually arguing over Lucy's gender.

And all these articles are coming out saying, well, is it Lucy or should we call it Brucie? It can be tricky to tell the sex fossils of ancestors. This one's a little creepy. This is out of the German of human evolution.

And they say, Lucy or Lucifer? Gender confusion in the Pliocene. Mary, I wonder why they chose that name. That's kind of interesting. So they can't decide if they should call it Lucy or Lucifer. So they've also discovered from Lucy's wrist that she had a locking bone system so that she could, in fact, walk on all fours.

She had a concave and convex locking system here. It's where this little part of the end of your wrist bone locks into your hand structure like this. You can lock it into place much like we lock our knees sometimes.

And they have this little concave convex system here. And humans don't have it. Humans are completely flat. We can't lock our wrists at all. So we can't walk or run. So when kids are going into the ER, the number one reason that kids go into the ER is because they fall back on a skateboard or whatever, some kind of wheeled device.

They try to break their fall. And they end up breaking their wrists because we don't have locking structures just like what chimps would use to be able to walk on all fours. So Lucy had the same design as chimps had.

They also learned that her fingers were curved and ape-like, which would have really helped for her running around in trees. And over a few years ago, CNN just put this video out. It was based on a team of a bunch of forensic experts at the University of Houston that looked at Lucy's bones and determined that she had what's called green stick fractures in her wrist and on some of her leg bones because she apparently tried to brace her fall while falling 40 feet out of a tree, traveling 35 miles per hour.

So what is Lucy, the little ape that supposedly stood up and was walking like humans, doing 40 feet up in a tree? Falling down. And they said, yeah, we pretty much can confirm she was awake when she hit because she tried to brace her fall from whenever she fell out of and her bones bent like a green stick and then splintered and snapped.

So that's what these forensic guys are saying. So that little ape is not walking around. She's hanging around in trees. This is Donald Johanson, the discoverer of Lucy, talking about how many different Lucy specimens they've found.

We now have 400 specimens of Lucy species, Australopithecus afarensis, named after the Afar region. And we know that there are very large individuals, which were males, and the smaller ones are certainly females.

What Donald Johanson says on this BBC video is he says, we now have 400 specimens of Lucy's kind. And we know which ones are male and which ones are female. So he says, 400 specimens of Lucy's kind. And while he's saying that, they have hundreds and hundreds of upright, complete skeleton fossils parading across the screen.

What he's not telling the audience, what he means by 400 specimens of Lucy's kind is this picnic table. That's the specimens he's talking about. They show these. They say, we now have 400 specimens of Lucy's kind, while all these things are parading across the screen.

But they actually only have 380 bone pieces. They think the other 20 are in a private collection somewhere. And 35 of that collection is just teeth. You can take the whole thing. Here's Lucy down here.

Here's all Lucy's supposed friends. You can take the whole lot of it and put it in a five-gallon Home Depot bucket. That's their evidence. OK, moving on from that. But when you see Lucy, they added hands and fingers.

They've given her eye whites. In Japan, they actually took her fur off. We had to put a bikini on her there. She's got a little kid and a husband now. And look at these eye whites. And now we've got Lucy in deep thought.

And she's got completely human-like hands and fingers. They didn't find Lucy's hands. They didn't find her fingers. They didn't find her feet. But they've given her hands and feet in museums.

Very interesting.

Adaptation, Natural Selection, and Epigenetics

So let's look at the next pillars we continue to tour through here. Pillars three and four, which are adaptation and natural selection and mutations. These are the other pillars that you'll find in high school books.

The Bible says, let them, let these creatures, reproduce after their kind. The Hebrew word is min. And we know that animals create after their kind because the reproductive systems are locked to within seeds of their own kind.

You never see a raccoon successfully breed with a cat or a cat with a dog. Animals are locked to within their kind by the reproductive system that God's assigned. And we've never seen a new kind emerge.

And we have 4 ,000 to 5 ,000 years of recorded history. No one's ever watched evolution happen. We've never seen a new kind emerge. Well, this is one of the most famous contributions that Charles Darwin made.

And in the 1830s, he goes to the Galapagos Islands. And he says, look at that. I've just formed, clinched the case for evolution because I see bird finch beaks changing. I go to one island. I see some birds have short stubby beaks.

I go to another island and they have long skinny beaks. Therefore, case closed, evolution is happening because if you take those little variations and changes and slap on millions of years, you could have that bird turn into something else, some other creature.

That's what they believed. But now what have we learned since that discovery in 1835? We've thrown lots of science into looking at bird finch beaks. And what we discovered is that these Swedish scientists here followed 1 ,000 finches in a suburban and an urban environment.

And they have now scientifically demonstrated that finches within a single generation can adapt their beak width and length based upon their food sources. And they've also learned at a chemical molecular level, it has nothing to do with evolution.

It has to do with these creatures varying with what's called epigenetics. There are these little things called methyl tags that activate different gene expressions within the preexisting code that God made to have in these finches so that they would vary based upon their food sources.

So what Darwin thought as evolution was actually God's amazing intelligent design because he programmed into these creatures, hey, if you live on an island where you gotta crack small hard nuts, you're gonna need short little stumpy beaks for that.

And if you're gonna go plucking worms out of the beach that are trying to come up, you're gonna need a long skinny beak. Now they'll never turn into anything but finches, but they can vary within limits and it can happen within a single generation, but it gets better.

Evolutionists used to go around beating up creationists all the time with blind cave fish. They would say, look at that, we can prove evolution because you take these little fish and then they evolve their eyes away because their eyes would be disadvantageous because they go into a little dark cave and they're bumping their eyes against the wall all the time and they get infections and so they just evolve their eyes away.

But you know what happens when you take these same blind cave fish, take them out of the cave and put them into a setting with light, they grow their eyes back in one generation. So again, epigenetics toggling genes on or off, on or off so that animals could do what?

Spread and multiply and fill the earth just like God said because the earth isn't the same everywhere. God programmed all this in and they can change within a single generation. It's the same thing with mice.

This came out in a journal called Evolution. Mice within one or two generation can grow two things, longer tails and get this, extra vertebrae if they're living in trees. How do they know to do that? They're not doing that themselves.

It's all pre-programmed and they've actually proven here this is technical speak, but they say longer tails have evolved repeatedly and forested habitat. Variation in these traits is controlled by a separate gene loci.

So it's not evolution, it's gene expressions being turned on or off as God commands these creature to spread around and duplicate. So Darwin's finches are dead. It does nothing but glorify our creator.

Fossils, Common Ancestors, and the Flood Burial Record

Pillars five and six of fossils and common ancestors. We know there's lots of fossils around the world. This is from Fossil Works database. All these little dots are fossil findings that are found all over the world.

Here's a mid-Atlantic ridge system that we talked about last night. All of these big black lines here, this is the oceanic rift system that God broke open in Genesis 7 -11 when all the fountains of the great deep broke open.

It covers earth 1 .9 times over. These are the fountains of the great deep that broke open and when that happened, it sent tsunamis up onto the land in a repeating cycling way that buried them in stratified layers just like what we see today.

That's why we see the marine life buried first, followed by some land creatures, followed up by reptiles and mammals, and then finally man. The fossil order that's used to pitch evolution in school textbooks like this, they say, well, we evolved from these simple little creatures and then moved up and moved up and moved up.