Darwinian Evolution" and Creation/"Intelligent Design (ID)"

Biology : Scientific Process and Social Issues Author: Garland Allen, Jeffrey Baker, Publisher: Wiley Publisher Year: 2001 Edition: Paperback; 2003-06-06 Media Type: Textbook Effective Date: 11/09/09 To assess your ability to take a position, either for or against, regarding a scientific issue……………………………………………………………………………………………………………………………………………………………………………………………………….

To assess your ability to:

analyze the argument between intelligent design/creation and evolution
identify biases that support one side or the other of the evolution-intelligent design/creation debate locate information that supports your position on the evolution-intelligent design/creation debate on-line and/or from the library………………………………………………………………………………
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Overview

In this assignment, you will examine the opposing viewpoints: “Darwinian Evolution” and Creation/”Intelligent Design (ID)”. You may conduct research on the issue of the scientific relevance of each viewpoint as a starting point, however, you must also address the notion of whether or not Creation/ID should be taught as an equivalent or alternative to evolution in a science classroom. It will be your responsibility to organize and construct a well-written paper capturing the debate surrounding evolution and creation/ID………………………………………………………………….
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Action Items

Complete the assigned reading for this module including any articles provided through the course or your instructor.
Use your textbook and other relevant (and scientifically accurate) resources to conduct research in support of Darwin’s Theory of Evolution and creation/Intelligent Design addressing the question of whether or not Creation/ID is an equivalent or alternate theory to Darwin’s Theory of Evolution and whether or not each should be addressed in science classroom.

a- Summarize the key elements of both the Theory of Evolution and Creation/Intelligent Design.

b- Explain the difference between Creation and Intelligent Design. Also explain, how Intelligent Design came into prominence.

c- Explain the scientific processes and scientific inquiry that exists to support these viewpoints.

d- Identify the biases that support one side or the other of the Evolution-Creation/Intelligent Design debate and why these biases exist.

e- Explain to what extent Creation and/or Intelligent Design can be considered a scientific theory?

f- Explain if creation and/or Intelligent Design should or should not be taught in the classroom and whether or not it should be taught as an alternative to the scientific Theory of Evolution.

g- Explain to what extent creation and/or Intelligent Design can be scientifically tested via experimentation and/or observation? Hint:Look back to what we learned and discussed in module one.

h- Provide your own thoughts regarding this issue.