The intelligent design (ID) movement asserts that life forms are too complex to have been formed by natural processes and must therefore have been created by a higher intelligence. Attempts have been made to teach ID as an alternative theory to Darwinian evolution in biology classes in several states in the United States; however,
A. as a federal district judge ruled in a 2005 Pennsylvania case, ID violates the ground rules of science by invoking supernatural causation and making assertions that cannot be tested or falsified, and thus ID does not belong in a school's science curriculum.
B. ID should be taught as a hypothesis of human origins, not a theory.
C. ID should not be taught in schools, since it lacks a research and testing program and is unsupported by peer-reviewed research.
D. the teaching of ID should be restricted to extracurricular activities, since it holds no scientific or cultural value.
E. these attempts have always failed, because ID's proponents argue that it should be taught in place of Darwinian evolution.
Question 2
What does Mendelian genetics study?
A. changes in gene frequencies in breeding populations
B. the ways in which chromosomes transmit genes across generations
C. how nuclear DNA transmits information to other parts of the cell
D. evolution in pea plants
E. phenotypic mutations
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Life cycle of a typical flowering plant.