The Discussion Board

The Discussion Board

The Discussion Board (DB) is part of the core of online learning. Classroom discussion in an online environment requires the active participation of students and the instructor to create robust interaction and dialogue. Every student is expected to create an original response to the open-ended DB question as well as engage in dialogue by responding to posts created by others throughout the week. At the end of each unit, DB participation will be assessed based on both level of engagement and the quality of the contribution to the discussion.

 

At a minimum, each student will be expected to post an original and thoughtful response to the DB question and contribute to the weekly dialogue by responding to at least two other posts from students. The first contribution must be posted before midnight (Central Time) on Friday of each week. Two additional responses are required after Friday of each week. Students are highly encouraged to engage on the Discussion Board early and often, as that is the primary way the university tracks class attendance and participation.

 

The purpose of the Discussion Board is to allow students to learn through sharing ideas and experiences as they relate to course content and the DB question. Because it is not possible to engage in two-way dialogue after a conversation has ended, no posts to the DB will be accepted after the end of each unit.

 

Background

 

When you look around at the world, you can see many examples that demonstrate how an object’s or a system’s structure relates to its function. The structure of a highway system, for example, can affect traffic flow. You can, no doubt, think of many other examples.

 

In this Discussion Board assignment, you will look at the structure of the most basic unit of life, the living cell. You will also investigate how the structures of cells are directly related to the functions that are important to life.

 

Part 1

 

Your text describes the difference between the organelles in a eukaryotic cell and the more simple structure of a prokaryotic cell as an analogy between the chief executive officer’s (CEO’s) corner office and a cubicle. Organelles are like appliances or pieces of furniture that perform specific functions. Choose 1 organelle, and use an analogy to explain its function. For example, explain how a chloroplast is like a solar panel, or how a mitochondrion is like a furnace. Try to think of original analogies for other organelles or cell structures such as golgi, lysosome, cell wall, cell membrane, endoplasmic reticulum, ribosomes, nucleus, and so on. Include how your analogy may be less than perfect. Compare your analogy with those of your classmates’.

 

Part 2

 

You will read that only plants, algae, and some bacteria are photosynthetic. There is an exception to this, though. One species of sea slug has found a way to steal chloroplasts, store them in cells lining its digestive tract, and live on the sugar that is produced (Milius, 2010). What benefit would there be for animal cells (including those of humans) to make their own food? Could cell, tissue, or genetic engineering allow humans to use chloroplasts this way? Describe 1 or 2 factors that would need to be considered for chloroplasts to function in an animal or a human.

 

Reference

 

Milius, S. (2010). Green sea slug is part animal, part plant. Retrieved from http://www.wired.com/wiredscience/2010/01/green-sea-slug/

 

Provide references in APA format. This includes a reference list and in-text citations for references used throughout the assignment.

 

In your own words, please post responses to the Discussion Board posts of at least two of your classmates. Responses must be substantive, i.e. say something of substance that advances the discussion about the concepts. You will be graded on the quality of your postings.

 

For assistance with your assignment, please use your text, the AIU Library, Web resources, and all course materials. Please refer to the following:

 

External Web Links

 

Prokaryote Versus Eukaryote

Endosymbiont Theory

 

 

Grading Rubric

 

45%

 

Purpose of Assignment/Content Development

 

 

 

Demonstrates use of appropriate, relevant, and compelling content expressing topic, main idea, and purpose to fully answer all questions.

 

20%

 

Critical Thinking

 

 

 

Demonstrates ability to analyze assumptions and evaluate evidence, complexities of issues, and alternatives. Demonstrates ability to use creativity and originality in problem-solving. Applies critical thought to the main topic and to student responses sharing ideas and experiences as they relate to course content and the DB questions.

 

30%

 

Effective communication

 

 

 

Organization, Grammar, Presentation: Communicates ideas and content relevant to the assignment through clear and effective language and organization.

 

Presentation and delivery are confident and persuasive.

 

Audience, style, tone and perspective are consistent and appropriate to discussion.

 

Correct grammar, spelling, and sentence structure.

 

5%

 

Information Literacy, Research

 

 

 

Student selects and uses high quality, credible references relevant to the assignment questions. Sources are correctly cited using APA style.

 

 

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