This question is based primarily on the Nova video “Judgment Day: Intelligent Design on Trial.” The YouTube link is in Blackboard Contents. When appropriate, you should also include information presented in lectures or other class materials.
QUESTION 1
a. State the basic tenets of Intelligent Design Theory (IDT). What is meant by the phrase “irreducible complexity?” Is the bacterial flagellum irreducible complex? Be specific. [13 points]
b. Describe what rights or freedoms are allowed or disallowed by the “establishment clause” of the first amendment of the US Constitution. How were these concepts applied in the 1987 Supreme Court case Edwards v. Aguillard? What precedent was set by this case? [13 points]
c. In 2004, the school board of Dover PA approved the reading of a statement to high school biology students about IDT and promoted the use of the textbook “Pandas and People.” This action was challenged by several plaintiffs in the Kitzmiller v. Dover case, which was presided over by Judge John Jones. In his ruling, Jones focused on two questions: 1) Was the Dover school board motivatedby religion; and 2) Was the effect or outcome of their actions to promote religion. Discuss these questions using at least 3 specific examples from the video. (Note: 3 total examples, not 3 for each). [24 points]
*Question 1 must be 750 words.

QUESTION 2
*Must be 750 questions
In earlier offerings of Biology in Society and in other classes, I have used this article to introduce concepts related to science denial. This article serves equally well to summarize many key issues and concepts that were presented throughout this course. Consequently, you should include specific references to other themes discussed in the class when and where it is appropriate.
a. On the bottom half of page 235 are several anti-evolution arguments, which are related to 1) the purported lack of a mechanism for evolution and 2) inadequacy of random mutations as the sole driving force for evolution.
https://learn-us-east-1-prod-fleet01-xythos.s3.us-“¦
Prompt: Using specific examples presented in class (including the 3 other Carroll articles that we read), thoroughly discuss the flaws in both of these arguments by providing valid, evidence-based rebuttals. [25 points]
b. Carroll describes several tactics used to deny science. He introduces these tactics using approaches developed to promote chiropractic (and thereby challenge science-based medicine). He then describes how the same tactics have been used by anti-evolutionists. The first 5 of these appear on pages 214 – 240.
https://learn-us-east-1-prod-fleet01-xythos.s3.us-“¦
Prompt: Select two of these, and compare tactics used by anti-evolutionist with one other area of science denial we’ve discussed this semester. For example, you might pick #1 (doubt the science) and discuss how this applies to evolution and climate change; and #4 (exaggerage potential harm) and discuss how this applies to evolution and vaccination. [25 points]
Notes on question 2b: 1) I’ve given you a couple of examples. You may select other tactics and pair them with other areas of science denial. 2) Do not discuss chiropractic. 3) Do not discuss #6 (acceptance repudiates key philosophy), since this is not a tactic.
3 other articles by Carrol

Article “The Everyday Math Evolution: Chance, Selection, and Time”–https://learn-us-east-1-prod-fleet01-xythos.s3.us-“¦
Article “Seeing and Believing”– https://learn-us-east-1-prod-fleet01-xythos.s3.us-“¦
Article “In Cold Blood: The Tale of the Icefish”- https://learn-us-east-1-prod-fleet01-xythos.s3.us-“¦
Article “A Sickle-Cell Safari”:https://learn-us-east-1-prod-fleet01-xythos.s3.us-“¦