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  3. Does a bill that does nothing actually do something? This is not a Zen koan, but a legislative one, being tested this month in T

Does a bill that does nothing actually do something? This is not a Zen koan, but a legislative one, being tested this month in T

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问题    Does a bill that does nothing actually do something? This is not a Zen koan, but a legislative one, being tested this month in Tennessee. The bill in question required the state’s education system to encourage students to "explore scientific questions" and "respond appropriately and respectfully to differences of opinion about scientific subjects" . It also protected teachers against punishment for "helping students understand, analyse, critique and review in an objective manner the scientific strengths and scientific weaknesses of existing scientific theories." It passed with big majorities in both chambers, and became law on April 10th.
   At issue is whether this innocuous-sounding measure is actually a back door that would allow teachers to introduce creationism and intelligent design into science classrooms. Many are sure it is. The measure drew opposition from scientists and teachers both nationally and in Tennessee. Several scientists worry that the bill would weaken science education in the state.
   Supporters of the measure, such as state Senator Bo Watson, a co-sponsor, say this is alarmist nonsense. Evolution is part of Tennessee’s science curriculum, which the bill does not change. Many state and federal court cases have not only prohibited the teaching of creationism and intelligent design in public-school classrooms, but have also restrained teachers from introducing arguments against evolution in contravention of a school district’s curriculum. Mr Watson insists the bill is simply meant to ensure that pupils learn "critical thinking" in science classrooms.
   Tennessee’s bill is not unusual: since 2004 similar measures have been offered in no fewer than 13 state legislatures. Only in one other state has one become law. Many such bills, including Tennessee’s, share a common parent: a "Model Academic Freedom Statute on Evolution" written and posted by a conservative think-tank that has long advocated intelligent design. This measure protects teachers’ and students’ rights to present and hear "the full range of scientific views regarding biological and chemical evolution," but it does little in practice. It changes no curriculum and does not expressly lobby for creationism or intelligent design. Louisiana’s measure, which has been law for nearly four years, seems to have had no evident effects. Instead, these bills seem a particularly successful bit of signalling. They let evolution sceptics express themselves in the right place: within the law and outside the classroom.
   
According to Paragraph 1, which of the following statements about Tennessee’s bill is NOT true?
选项 A、It encouraged students to explore scientific questions.
B、It respected students’ different opinions about scientific subjects.
C、It protected teachers from punishment for criticizing existing scientific theories.
D、It won the support of big majorities in both chambers and took effect.
答案C
解析 细节题。根据题干定位到第一段。原文提到It also protected teachers against punishment for“helping students understand，analyse，critique and review in an objective manner the scientific strengths and scientific weaknesses of existing scientific theories．”(教师还能“帮助学生以客观的方式理解、分析、评论及考察现存科学理论中的优缺点”而不受处罚)，C项漏掉了in an objective manller这一重要前提，因此错误。故选C项。
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