Metaphorphosis

When you were in elementary school, did your teacher ever have a jar with a yellow, black, and white caterpillar? You may have seen that caterpillar change into a green, shiny chrysalis, and then checked it every day until a huge orange and black butterfly emerged. It was amazing that one insect could be so many different things in such a short period of time.

As a kid, it helped you learn about change (and helped your teacher hold your attention), but at the core metamorphosis is about genetics. All cells, including yours, have genes that determine the makeup of an organism including how they look, how they behave, and how their cells function. Insects are unique because their genes have instructions for completely different life stages. At different points during their life cycle, different genes are turned on and off to change between an egg, larva, pupa, and adult.

Even though you don’t change like an insect, your cells operate using the same principles. This video will show an example, much like the butterfly, of genes controlling an organism.

Answer any 3 of the following questions. Choose 1 from part 1 and 2 from part2. Do not forget to respond to 2 to 3 peers and give critical feedback.

Part I: Video Evaluation

How is metamorphosis advantageous to a species?
Once a human cell becomes a certain type of cell, such as nerve or muscle, it generally cannot divide and become a different type of cell. What would be the benefit of learning how those cells might divide into different types?
Do you think there are any dangers related to biocontrol?

Part II: Video Reflection

What was the most interesting part of the video?
What was something new you learned?
What are you confused about from the video?
Which part would you like to learn more about?
What follow-up observation or experiment would you like to do and how would you relate it to your life?

Classmate’s post:

R1: Part 1:

1:Metamorphosis is advantageous to a species because it makes sure that when it’s time for an organism to grow up to become an adult in a safe environment. The species is able to change without having to worry about the outside environment being perfect for their growth.

Part 2:

5: In the video I learned that each specific species has the ability to change depending on the genes within the species. They are already conditioned to do this within their DNA.

7: I would like to learn more in depth about the process of metamorphosis. It would be interesting to see different species as well.

_____________________

R2: The metamorphosis advantages in species, is a species transports from 2 completely different body form. Example as the video show the larva (squishy thing) to a wasp genomic (large adult insect). Which was the most interesting thing about this experiment, who would have thought larva would transform into an actual insect. One thing I did learn was parasitic, which benefits at the expensive of another organism.

Grid View

	Excellent	Good	Fair	Poor
Main Postinga	45 (45%) – 50 (50%) Answers all parts of the discussion question(s) expectations with reflective critical analysis and synthesis of knowledge gained from the course readings for the module and current credible sources. Supported by at least three current, credible sources. Written clearly and concisely with no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.	40 (40%) – 44 (44%) Responds to the discussion question(s) and is reflective with critical analysis and synthesis of knowledge gained from the course readings for the module. At least 75% of post has exceptional depth and breadth. Supported by at least three credible sources. Written clearly and concisely with one or no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.	35 (35%) – 39 (39%) Responds to some of the discussion question(s). One or two criteria are not addressed or are superficially addressed. Is somewhat lacking reflection and critical analysis and synthesis. Somewhat represents knowledge gained from the course readings for the module. Post is cited with two credible sources. Written somewhat concisely; may contain more than two spelling or grammatical errors. Contains some APA formatting errors.	0 (0%) – 34 (34%) Does not respond to the discussion question(s) adequately. Lacks depth or superficially addresses criteria. Lacks reflection and critical analysis and synthesis. Does not represent knowledge gained from the course readings for the module. Contains only one or no credible sources. Not written clearly or concisely. Contains more than two spelling or grammatical errors. Does not adhere to current APA manual writing rules and style.
Main Post: Timeliness	10 (10%) – 10 (10%) Posts main post by day 3.	0 (0%) – 0 (0%)	0 (0%) – 0 (0%)	0 (0%) – 0 (0%) Does not post by day 3.
First Response	17 (17%) – 18 (18%) Response exhibits synthesis, critical thinking, and application to practice settings. Responds fully to questions posed by faculty. Provides clear, concise opinions and ideas that are supported by at least two scholarly sources. Demonstrates synthesis and understanding of learning objectives. Communication is professional and respectful to colleagues. Responses to faculty questions are fully answered, if posed. Response is effectively written in standard, edited English.	15 (15%) – 16 (16%) Response exhibits critical thinking and application to practice settings. Communication is professional and respectful to colleagues. Responses to faculty questions are answered, if posed. Provides clear, concise opinions and ideas that are supported by two or more credible sources. Response is effectively written in standard, edited English.	13 (13%) – 14 (14%) Response is on topic and may have some depth. Responses posted in the discussion may lack effective professional communication. Responses to faculty questions are somewhat answered, if posed. Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.	0 (0%) – 12 (12%) Response may not be on topic and lacks depth. Responses posted in the discussion lack effective professional communication. Responses to faculty questions are missing. No credible sources are cited.
Second Response	16 (16%) – 17 (17%) Response exhibits synthesis, critical thinking, and application to practice settings. Responds fully to questions posed by faculty. Provides clear, concise opinions and ideas that are supported by at least two scholarly sources. Demonstrates synthesis and understanding of learning objectives. Communication is professional and respectful to colleagues. Responses to faculty questions are fully answered, if posed. Response is effectively written in standard, edited English.	14 (14%) – 15 (15%) Response exhibits critical thinking and application to practice settings. Communication is professional and respectful to colleagues. Responses to faculty questions are answered, if posed. Provides clear, concise opinions and ideas that are supported by two or more credible sources. Response is effectively written in standard, edited English.	12 (12%) – 13 (13%) Response is on topic and may have some depth. Responses posted in the discussion may lack effective professional communication. Responses to faculty questions are somewhat answered, if posed. Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.	0 (0%) – 11 (11%) Response may not be on topic and lacks depth. Responses posted in the discussion lack effective professional communication. Responses to faculty questions are missing. No credible sources are cited.
Participation	5 (5%) – 5 (5%) Meets requirements for participation by posting on three different days.	0 (0%) – 0 (0%)	0 (0%) – 0 (0%)	0 (0%) – 0 (0%) Does not meet requirements for participation by posting on 3 different days.
Total Points: 100