Is artificial intelligence empowering humanity or putting humanity at risk?
English 101 H1 & I3
Essay Three Argument
Your assignment is to choose one of the five articles listed below in order to write a Critical
Analysis essay. Your essay should be no less than 750 words (very close to three, full, double
spaced, typed pages), and should have a solid thesis statement that is well-supported by topic
sentences and concrete details and examples. Your essay should be typed in 12 point Times
New Roman font and adhere to MLA format guidelines (see: The Little Seagull Handbook – pgs.
190-200 for correct formatting). You may use personal experiences to serve as examples, but do
so by using third person and avoiding the use of first and second person pronouns.
An Argument essay must serve a purpose; therefore, your essay must have a thesis. Your thesis should be
one in which you either agree or disagree with the topic you choose to write about and your body
paragraphs should support your argument with ample concrete details and examples.
You will also need to incorporate at least three outside sources to support your argument. All three
sources must be used in your essay and each source you use must be cited on your Works Cited. You may
choose any academically credible sources you feel will best support the stance you choose to argue for or
against.
Paragraphs should begin with topic sentences and end with transition sentences. Quotes are used to
support your ideas and opinions about your subject, not take the place of major components of an essay;
therefore, quotes should not begin or end your paragraphs, but be used as examples within your body
paragraphs.
For this assignment, you will want to complete the 101 Library Instruction on
Moodle in order to familiarize yourself with the different resources that are
available for you to conduct research on your own. The Library Quiz is part
of your participation grade. If you take the quiz, you earn full participation
points for doing so. If you do not take the quiz, you do not earn participation
points, and you will probably find using the librarys databases to conduct
research on your own quite difficult.
1. Is it necessary that we have new labels for identifying gender and sexuality? Write an
argumentative essay that takes a stand on whether our labels for identifying gender and
sexuality are more harmful or helpful.
2. As we continue to explore sustainable ways that have less environmental impact, argue
what you believe to be the worlds most important food source (or crop) of the future.
3. Is artificial intelligence empowering humanity or putting humanity at risk? Lecture Notes for Argument
Your reading assignments for the Argument essay in your Composition and Rhetoric Guide is:
Argument (pages 110-113). While it is important to read both sections about the Toulmin and
Rogerian models for argument, focus mostly on understanding the Toulmin method (pages 110 –
111) as this is the method you will be using for this assignment.
From your Composition/Rhetoric Guide: as a mode, Argument means that writers follow a specific
method to support the argumentative position. While there are two different ways that we can go about
creating an Argument essay (the Toulmin method and the Rogerian method), you will be using the
Toulmin method to write your essay as it more closely resembles the basic essay structure youve been
using all semester. The Comp/Rhet guide also tells us that the term argumentdoes not denote anger or
hostility. What this means is we have to keep audience awareness in mind. It is unlikely well convince
readers to seriously consider our position about a topic if we immediately begin trying to persuade our
readers with anger or hostility. Anger and hostility do the very opposite. They call our credibility into
question.
For this assignment, it is important to keep Logical Fallacies (pages 85-88) in mind, so please read
the list of Fallacies for reference.
Heres a little information about Logical Fallacies from your Composition and Rhetoric Guide:
A fallacy is a defect; essentially, a logical fallacy indicates false logic or a defective argument.
Any time a writer uses a fallacy when arguing, the writer loses credibility. Not only does it allow
the audience to disregard the particular claim that is flawed, it allows readers to discredit the
writer and the entire argument as careless. Metaphorically, a logical fallacy is a hole in the
perimeter that leaves the argument vulnerable and allows it to be easily attacked.
What this means is, no argument can be held together by holes. There must be logical evidence to support
and to connect the claims that you make between cause and effect relationships. So, again, make sure you
use concrete examples to support whatever claims you make.
The most common ways we see logical fallacies used every day are in: the political world, in family
arguments, and in commercials. Your book gives you a list of 15 types of Logical Fallacies and examples
of each type. Make sure you are familiar with these most common types of logical fallacies, so that you
can avoid them in your writing.
~
Remember how I told you all that exemplification never ever goes away? Well, the same is still true with
this essay. We always need to support claims with examples and, for the Argument essay, this hold
especially true, or we risk developing arguments that are not logically sound. Understanding Argument is
the beginnings of understanding what follows next: researching writing in English 102. Almost all of
your upper level English courses will require you to write using the Argument mode, though varying
professors will probably have a particular method (Toulmin or Rogerian) theyd like you to use.
The information that is new for this assignment are three terms: Claim, Grounds, and Warrant.
Your Comp/Rhet guide explains these quite clearly. Weve been using these terms all semester, but
weve been referring to them as something different. To clarify, and in short, when we think about the
basic essay having a three part structure, these terms are interchangeable with terms with which you are
already familiar. Claim means Thesis. Grounds means Body/Body Paragraphs. Warrant means
Conclusion.
A Claim can also mean any point that requires support. For example, your essays thesis is its main
claim. Your thesis requires support from three smaller claims. These smaller claims are your three topic
sentences for your three body paragraphs. Topic Sentences are smaller claims that require support. The
support for your Topic Sentences are your examples. Examples are Grounds. Grounds require Warrants.
Warrants are Analyses.
At this point in the semester, the most important concept that you can demonstrate that youve
mastered is understanding how to construct an essay using basic essay structure format:
1. Introduction Formula = Attention Grabbing Sentence, Scope Sentences, Thesis Statement
2. Body Paragraph Formula = Topic sentence, Unfolding Sentence(s), Example 1, Analysis 1,
Example 2, Analysis 2, Example 3, Analysis 3, Unifying Sentence, Transition Sentence
(rinse/repeat this formula two more times since we need three well-developed body paragraphs to
create an essay using basic essay structure)
3. Conclusion Formula = Reminder of Thesis Statement, Reminder of Topic Sentence 1, Reminder
of Topic Sentence 2, Reminder of Topic Sentence 3, Last Words this can be a sentence (or two
or three), but dont go overboard.
To show you the basic essay formula with the Toulmin argument method in mind, youll notice how
youve been using the Toulmin method all along. As Ive said, the three new terms really are
interchangeable with terms you already know. For example, the basic essay formula with the
Toulmin method looks like this:
1. Claim Formula = Attention Grabbing Sentence, Scope Sentences, Main Claim
2. Grounds Formula = Small Claim, Unfolding Sentence(s), Grounds 1, Warrant 1, Grounds 2,
Warrant 2, Grounds 3, Warrant 3, Unifying Sentence, Transition Sentence (rinse/repeat this
formula two more times since we need three well-developed Grounds paragraphs to create an
essay using basic essay structure)
3. Warrant Formula = Reminder of Main Claim, Reminder of Small Claim 1, Reminder of Small
Claim 2, Reminder of Small Claim 3, Last Words this can be a sentence (or two or three), but
dont go overboard. Research Article
Analysis of the Effect of Artificial Intelligence on Role
Cognition in the Education System
Jianjian Zhu 1,2 and Chuming Ren 2
1Department of Public Administration, Xian University of Finance and Economics, Xian, Shaanxi 710016, China
2International College, Krirk University, Bangkok, Thailand
Correspondence should be addressed to Jianjian Zhu; [emailprotected] and Chuming Ren; [emailprotected]
Received 30 March 2022; Revised 28 April 2022; Accepted 4 May 2022; Published 30 May 2022
Academic Editor: Sheng Bin
Copyright 2022 Jianjian Zhu and Chuming Ren. This is an open access article distributed under the Creative Commons
Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work
is properly cited.
Taking the entire education system in Taiyuan City, Shanxi Province, Central China, as an example, this paper uses the
questionnaire survey method to analyze the effect of artificial intelligence (AI) on role cognition in the education system. The
education system targeted by this questionnaire survey involves 8 categories: preschool education, primary education,
secondary education, higher education, adult education, computer network education, enterprise education, and social
education; the respondents include 368 teachers, 402 students or learners, 118 school managers, and 124 family members of
students or learners in all above education categories. The questionnaire design has a total of 34 question classified into 6 role
cognition items, with a 5-level score; a total of 1012 questionnaires were distributed, and 978 were recovered with a recovery
rate of 96.64%, in which 957 were valid questionnaires with an effective rate of 97.85%. The study results show that the
learning of AI-assisted courses is strongly dependent on course role cognition, and the construction of role cognition is related
to the understanding of course content, teaching methods, and activity methods. Therefore, the effect of AI on role cognition
in the education system needs to be systematically analyzed from the aspects of function realization form, resource
presentation method, supporting hardware form, teacher-student interaction method, and representation method of works. As
connecters, teachers role cognition is limited by the degree of understanding learners, the amount of resources, and data
processing capabilities, but the advantage is that they can flexibly monitor and adjust. AI technology is flexible and diverse, it
functions in learning and teaching activities in a variety of ways, and there is no agreement on the terminology to describe its
role in role recognition. The results of this paper provide a reference for further researches on the effect of AI on role
cognition in the education system.
1. Introduction
Artificial intelligence (AI) capable of autonomous percep-
tion, understanding, prediction, and action is an unprece-
dented powerful learning technology, which enhances the
flexibility and adaptability of computers as interactive sub-
jects in the process of teaching and learning. In the context
of promoting the research and practice of AI education on
a large scale, it is very necessary to systematically sort out
the microscopic mode of action and role cognition of AI in
supporting learning and teaching [1]. In this process, the
cognitive analysis of the teaching role of AI will be a very
effective entry point. At the first level, AI systems are
designed to be used in a formal school setting, where
teachers use computer systems to present knowledge to stu-
dents. In the second level, the computer system will focus on
the learning of the students and help the students to learn
through intelligent machines but only at the most superficial
level [2]. In the third-level stage, the intelligent system grad-
ually exerts its ability to perceive, plan, reason, and make
decisions to help teachers to complete teaching. The role in
the sense of social psychology refers to the position an indi-
vidual occupies in a certain social relationship and its pre-
scribed behavior pattern [3]. The role of teachers is to
promote peoples growth, which includes two dimensions:
teaching and educating people. In the fields of knowledge
Hindawi
Occupational erapy International
Volume 2022, Article ID 1781662, 11 pages
https://doi.org/10.1155/2022/1781662
https://orcid.org/0000-0002-7816-6743
https://orcid.org/0000-0001-6270-3068
https://creativecommons.org/licenses/by/4.0/
https://creativecommons.org/licenses/by/4.0/
https://doi.org/10.1155/2022/1781662
transfer, knowledge organization, and knowledge manage-
ment, more and more jobs will be replaced by AI. For a com-
puter system, behavior is equivalent to the function it
provides, and role is a collection of specific functions [4].
The arrival of the era of AI has had a huge impact on role
cognition in the traditional education system, requiring
teachers to establish a new concept of talents, teachers and stu-
dents, and teaching concepts, and reunderstand the role of
teachers. Although each scholar has different views on role
cognition, they all share a common view that role cognition
is the early stage of the role development process [5]. For
teachers, before changing their roles, they must first under-
stand the roles they should play and clarify their functions
and obligations. Therefore, role cognition is the premise of
role identification and a prerequisite for role transformation
[6]. The awareness and ability of AI education application of
institutions and individuals vary greatly, and they are generally
low. As a connecter, teachers are limited by the degree of
understanding learners, the amount of resources, and data
processing capabilities, but the advantage is that they can flex-
ibly monitor and adjust. Teachers not only assume the role of
knowledge imparting but also need to have good intellectual
literacy and cultivate students core literacy and moral senti-
ment. Students are no longer passive receivers of knowledge
and need to be transformed into knowledge seekers and active
acquirers [7]. Under the guidance of teachers and the assis-
tance of AI, they need to acquire knowledge, participate in
practice, and improve their innovation capabilities through
human-machine collaboration methods to achieve personal-
ized learning [8].
Taking the entire education system in Taiyuan City,
Shanxi Province, Central China, as an example, this paper uses
the questionnaire survey method to analyze the effect of AI on
role cognition in the education system. The education system
targeted by this questionnaire survey involves 8 categories:
preschool education, primary education, secondary education,
higher education, adult education, computer network educa-
tion, enterprise education, and social education; the respon-
dents include 368 teachers, 402 students or learners, 118
school managers, and 124 family members of students or
learners in all above education categories. Taking secondary
education as an example, the sample selection first randomly
selects a class of five grade students in each school and then
selects students with odd student numbers in each class as
the survey object. For the convenience of the survey and to
ensure the randomness of the sample, the parents or relatives
of the selected student sample are taken as the family sample.
The teacher sample was identified as qualified and full-time
teachers, excluding principals, deans, and other administrators
and service personnel. The detailed chapter arrangement is as
follows: Section 2 introduces research methods and data
acquisition. Section 3 is survey result analysis. Section 4 is dis-
cussion. Section 5 is conclusion.
2. Research Methods and Data Acquisition
2.1. Questionnaire Design. Using the method of questionnaire
survey, this study takes the entire education system of Taiyuan
City, Shanxi Province in Central China as an example to
explore the effect of AI on role cognition in the education sys-
tem. The education system targeted by the questionnaire
involves school education system, computer network educa-
tion system, enterprise education system, and social education
system; the school education system also includes preschool
education, primary education, secondary education, higher
education, and adult education. The objects of the question-
naire design include teachers, students, administrators, and
family members of various education categories. The ques-
tionnaire sorted out a total of 64 descriptions of the role cog-
nition of various objects in various educational systems and
then further sorted out the descriptions into 34 questions.
Finally, according to literature materials, these 34 questions
were classified as 6 role recognition items. The questionnaire
uses a 5-level score, and the subjects are asked to make a
choice of extremely important, very important, relatively
important, not very important, and not important for
each question listed in the above order andmake a 5-point rat-
ing of 5-1 (Table 1).
2.2. Questionnaire Structure. The questionnaire of this study
includes three parts: basic information, investigation themes,
supplementary questions, and open-ended questions. The
investigation subject part consists of 34 questions and is clas-
sified into 6 role cognition items: morality and discipline,
knowledge and professionalism, activities and communica-
tion, guidance and consultation, research and practice, and
goals and feedback. The thematic parts of the questionnaires
used in this study for teachers, students, administrators, and
families are consistent with each other and aim to under-
stand the perceptions and attitudes of various object roles
in various education systems with the possibility of side-
by-side comparisons. At the end of each questionnaire, sup-
plementary items of self-made questions are designed, such
as please write the questions that you think are important
but not listed in the question, and give the corresponding
score. An open-ended question was also designed at the
end of each questionnaire: What other suggestions do you
have, aiming to further obtain more materials to have a
more comprehensive understanding of the effect of AI in
the effect of AI in the education system.
2.3. Sample Selection. The selection of the questionnaire sur-
vey sample adopts the combination of purposeful sampling
and random sampling. A total of 5 units in each of the pre-
school education, primary education, secondary education,
high education, adult education, network education, enter-
prise education, and social education in Taiyuan City,
Shanxi Province, were selected, including 368 teachers, 402
students or learners, 118 school managers, and 124 family
members of students or learners. The detailed sampling dis-
tribution of each system is shown in Table 2. Taking second-
ary education as an example, the sample selection first
randomly selects a class of five grade students in each school
and then selects students with odd student numbers in each
class as the survey object. For the convenience of the survey
and to ensure the randomness of the sample, the parents or
relatives of the selected student sample are taken as the fam-
ily sample. The teacher sample was identified as qualified
2 Occupational Therapy International
and full-time teachers, excluding principals, deans, and
other administrators and service personnel.
2.4. Questionnaire Distribution and Recovery. Teacher ques-
tionnaires were distributed and recovered with the assistance
of the educational affairs department of the surveyed units; a
total of 368 questionnaires were distributed, and 348 were
recovered with a recovery rate of 94.57%, in which 343 were
valid questionnaires with an effective rate of 98.56%. The
student questionnaires were distributed and recovered by a
combination of online and offline methods; a total of 402
questionnaires were distributed, and 399 questionnaires
were recovered with a recovery rate of 99.25%, in which
393 were valid questionnaires with an effective rate of
98.50%. The school manager was distributed and recovered
with the assistance of management department of the sur-
veyed unit; a total of 118 questionnaires were distributed,
and 118 were recovered with a recovery rate of 100%, in
which 117 were valid questionnaires with an effective rate
of 99.15%. The family questionnaires were distributed and
recovered by means of online links; a total of 124 question-
naires were distributed, and 113 were recovered with a
recovery rate of 91.13%, in which 104 were valid question-
naires with an effective rate of 92.04% (Table 3).
2.5. Questionnaire Data Statistics. Statistical analysis was
carried out on 34 questions in the main part of the survey,
text analysis was used for self-made questions and open-
ended questions, and they were classified as qualitative anal-
ysis. SPSS 19.0 statistical software was used for statistical
processing, the input data were analyzed, and the measure-
ment data were expressed as mean standard deviation.
The t-test and one-way analysis of variance were used to
analyze the effect of AI on role cognition in the education
system.
3. Results and Analyses
3.1. Effect of AI on Role Cognition in Different Education
Categories. From a psychological point of view, role cogni-
tion is the foundation, and role behavior is the foothold.
Therefore, this study discusses in the order of role cognition,
role emotion, and role behavior and regards role identifica-
tion as a structure that integrates knowledge, emotion, and
behavior. The learning of AI courses is strongly dependent
on course role cognition, and the construction of role cogni-
tion is related to the understanding of course content, teach-
ing methods, and activities. The form of function realization,
the way of resource presentation, the form of supporting
hardware, the way of interaction between teachers and stu-
dents, and the way of representation of works are systemati-
cally analyzed. The design and practice of the cognition of
the learning roles in the course support are highly consistent
with the educational concept and value cognition of the AI
course. Most of the supporting role cognition used in the
current AI course teaching is based on code programming
or graphical programming, and some schools have partici-
pated in the development of some learning role cognition
[9]. Most of these role cognitions provide support in terms
of technical experience, user innovation, code or graphical
programming, virtual or materialized presentation, and
related kits, and a few also provide certain teaching resources
or knowledge sharing inside and outside of role cognition.
Most of them do not provide teaching support services such
as real-time interaction between teachers and students. The
effects of AI on role cognition of teachers or couches, stu-
dents or learners, school managers, and family members in
different education categories are shown in Figure 1.
With the support of AI technology, respecting the indi-
vidual characteristics of learners and providing personalized
guidance for learners is about to become a reality. Based on
Table 1: Rating system of questionnaire design in the education system of Taiyuan City.
Rating system Extremely important Very important Relatively important Not very important Not important
Point 5 4 3 2 1
6 role recognition items
34 questionnaire questions
64 descriptions of role cognition of various objects
Table 2: Sampling distribution of each education category in each education system of Taiyuan City.
Education category Units Teachers or couches Students or learners School managers Family members
Preschool education 5 43 50 17 17
Primary education 5 51 53 13 15
Secondary education 5 46 44 11 13
High education 5 42 52 19 15
Adult education 5 49 56 16 20
Network education 5 50 48 14 15
Enterprise education 5 46 47 15 15
Social education 5 41 52 13 14
Total 40 368 402 118 124
3Occupational Therapy International
the learners personal information, cognitive characteristics,
learning records, location information, media social infor-
mation, and other databases, the AI program can self-learn
and build a learner model and continuously adjust and opti-
mize the model parameters based on the expanded and
updated data set, thereby realizing the push of personalized
resources, learning paths, and learning services. The clearer
the individuals cognition of the theoretical positioning of
the role, the more successful the role plays; otherwise, it
may lead to the failure of the role. Role cognition is also
the premise and foundation of role behavior. There is still
a big difference between face-to-face communication and
face-to-face interaction between people. For the learning of
students in school, it is necessary to respect the knowledge
structure of the course, take into account the students learn-
ing interests, and discover hidden laws based on data such as
learning content, teacher suggestions, students interests,
and learning behaviors, so as to build an effective learning
support model [10].
The analysis of the effect of AI in the education system is
characterized by active intervention in the learning process
of students according to the cognitive characteristics of dif-
ferent students on the basis of data analysis, so as to opti-
mize the learning process and scientifically evaluate
learning effectiveness. The adaptive learning system based
on cognitive level ability can apply the model to guide, inter-
vene, optimize the learning process, and make scientific eval-
uation, which can be regarded as a system with real
Table 3: Statistics of questionnaire distribution and recovery in each education system of Taiyuan City.
Items Teachers or couches Students or learners School managers Family members
Questionnaires distributed 368 402 118 124
Questionnaires recovered 348 399 118 113
Recovery rate (%) 94.57 99.25 100 91.13
Valid questionnaires 343 393 117 104
Effectiveness (%) 98.56 98.50 99.15 92.04
y
x
Understanding
Prediction Action
Perception
Teaching
Learning
(a)
y
x
Understanding
Prediction Action
Perception
Teaching
Learning
(b)
y
x
Understanding
Prediction Action
Perception
Teaching
Learning
(c)
y
x
Understanding
Prediction Action
Perception
Teaching
Learning
(d)
Figure 1: Effect of AI on role cognition of teachers or couches (a), students or learners (b), school managers (c), and family members (d) in
different education categories.
4 Occupational Therapy International
intelligent and adaptive functions. The application of AI
technology in the establishment of students personalized
learning space, optimization of personal learning process,
and improvement of learning efficiency can be expected,
and its value is relatively easy to judge. The effect of AI is
far lower than the role that students can play in the process
of propositional knowledge learning. But in fact, on the one
hand, the data processed by the perception layer is quite
scarce, which greatly restricts the possibility of perceiving
students knowledge level and learning status through AI;
therefore, it is still difficult to produce a truly intelligent
and adaptive system.
3.2. Effect of AI on Role Cognition of Different Research
Objects. In role identity theory, scholars believe that role
identity includes multiple dimensions, such as role cogni-
tion, role emotion, and role behavior. The feelings expressed
by the individuals evaluation of the role cognition and the
role affection are affected by the individuals experience of
the role played and the environment in which the role is
located. The combination of AI technology and education
and teaching system has greatly improved the interaction
between teachers and students in classroom teaching and
the uniqueness of the education model [11]. The populariza-
tion of AI in school teaching will objectively force teachers to
rethink and clarify their majors by the problem of role posi-
tioning. Teachers should also guide students of all ages to
form values and rational thinking that coexist harmoniously
with AI in learning and life, so that they can fully understand
AI as a technology and tool even if it thrives. One of the
main characteristics of AI is that it can learn actively, it
can consciously capture practical and demand information
in the network for users, and it is more efficient than human
data query and sorting (Figure 2). For the question of cor-
rectness, teachers and students can also communicate in real
time through the system during the teaching process, so as
to discover the gaps and deficiencies in learning in time,
which is conducive to the realization of personalized learn-
ing methods and enhances the interaction between teachers
and students.
According to the different forms of existence, roles can
be divided into three levels: expected roles, comprehension
roles, and practical roles. An expected role is a set of ideal
behavioral norms and action patterns set by a society or an
organization for a specific social role; so, it is sometimes
called an ideal role. The comprehension role is the behav-
ioral norm and action mode that the individual understands,
recognizes, and internalizes to the level of concept and con-
sciousness. Practical roles are the practical behaviors and
results that individuals show in the process of playing roles
and performing normative duties according to their under-
standing of roles [12]. When an individuals practical role
does not match his comprehension role, or when the role
expectations raised by the multiple roles that an individual
needs to play at the same time are inconsistent, there may
be distress, confusion, contradiction, tension, depression,
and other negative psychological emotions. Role conflicts
in the education system include interrole conflicts and
intrarole conflicts. Interrole conflict mainly refers to the
bad psychological emotions caused by an individual playing
two or more roles with different expectations and require-
ments at the same time. Intrarole conflict refers to psycho-
logical conflicts caused by people outside the role-player
who have different cognitions and expectations for the same
role or the role-players own confusion and blurred under-
standing of role expectations.
Artificial intelligence has a positive and significant
impact on both the cognitive and noncognitive levels of roles
in the education system, and the effect at the cognitive level
is higher than that at the noncognitive level. At the same
time, AI has a positive effect on students creative thinking
ability, problem-solving ability, and academic performance.
It further shows that AI has great potential in cultivating stu-
dents multiple abilities. Making full use of the advantages of
AIs teaching aids to design courses will bring about the
improvement of students cognitive ability in different
dimensions. AI has positive effects in different school stages,
and the effect is the best in primary schools. The analysis
results show that AI has positive and significant effects in
elementary school, junior high school, high school, and uni-
versity, and the effect is the best in elementary school,
achieving a highly significant effect [13]. Under the premise
of accurately comprehending the correct meaning of various
role expectations, they examine and check whether they
have the corresponding knowledge, technology, and ability
training according to the content of role expectations and
then make up and consolidate them in a targeted manner.
Only by improving the level of role comprehension can lay
the foundation for role practice, and only by improving the
level of role competency can the gap between the actual role
and the expected role be narrowed, thereby weakening the
adverse effects of role conflict.
4. Discussions
4.1. Correlation Analysis of AI and Role Cognition in the
Education System. Artificial intelligence is sometimes unable
to achieve detailed and emotion
SHOW MORE…
Review the contributions and determine if they have any gaps in their understanding of what happens at each layer.. 50-75 words
As we deep dive into TCP/IP and OSI protocols, looking at each ones architecture. TCP/IP consists of four to five layers application, transport, network, data link, and physical. OSI (International Organization for Standardization) consists of seven layers application, presentation, session, transport, network, data link, and physical.
Both Protocols use application for their first layers. The application layer supports applications and sometimes support services such as encryption and compression. Which user applications like browser and word processing applications are not found within this layer they use protocols that function within the application layer. Application Protocols used for TCP/IP and OSI include HTTP (Hypertext Transfer Protocol) which allows browsers and servers to send and receive web pages. SMTP (Simple Mail Transfer Protocol) enables users to send and receive emails. FTP (File Transfer Protocol) moves files from one computer to another. SSH (Secure Shell) allows remote computers to securely log in to other computer systems. SNMP (simple Network Management Protocol) manages the numerous elements in a computer network to be managed at a single point.
Looking at the second layer of TCP/IP and OSI which they differ. TCP/IP second layer is the Transport Layer. Which uses TCP (Transmission Control Protocol) this allows for an error free end to end connection. TCP protocol is not the only protocol found in the Transport Layer. You can also find UDP (User Datagram Protocol) this is not commonly found within this layer and usually used when steaming data like music or videos. OSI uses the presentation layer for its second layer. We do not find this layer within TCP/IP. Which it performs functions for presenting data properly to the sender or receiver.
The Third layer of TCP/IP and OSI differ also. TCP/IP has the Network layer thirdly. The Network layer also known as Internet layer or IP layer is used to transfer data within, and between networks. IP (Internet Protocol) software which prepares packets of data for transmission between the networks. OSI third layer consists of the session layer and is not found within the layering of TCP/IP protocol. The session layer consists of transferring large amounts back and forth between two systems. It uses a point after each small section of transmission to ensure proper data transmission.
Now we are at the fourth layer of TCP/IP and OSI protocols. TCP/IP uses Data Link at this layer. Data Link layer which gets data from users workstations and passes it to the router connected to the Internet. Commonly the LAN gets the data from workstation to Internet. The Data Link Layer prepares data for transmission to a router sitting between the LAN and internet. OSIs fourth layer is the second layer of TCP/IP, Transport Layer. Which verifies the data that arrived at the destination is the same sent from the original station.
Diving into the fifth layer of TCP/IP and OSI we see they also differ. With TCP/IP we find the Physical Layer which is the final layer of its architecture. This is where the data transmission occurs. This can be through physical wiring, or radio signal. OSI uses the same layer TCP/IP uses at its third layer. Network layer also known as Internet layer or IP layer is used to transfer data within, and between networks. IP (Internet Protocol) software which prepares packets of data for transmission between the networks.
OSI architecture only contains two more layers which are included in the architecture of TCP/IP. The sixth layer of OSI is the Data Link layer it prepares data for transmission to a router sitting between the LAN and internet. OSIs fourth layer is the second layer of TCP/IP, Transport Layer. Which verifies the data that arrived at the destination is the same sent from the original station. The seventh layer is the Physical layer which is the final layer of OSI architecture. The physical layer where the data transmission occurs. This can be through physical wiring, or radio signal.
After deep diving into both TCP/IP and OSI protocols we can see that OSI architecture is bigger and more in depth then TCP/IP. Understanding their architecture really brings why and what purpose would you want to use ether. My opinion is that you would use OSI in a more secured networked area and TCP/IP within a expansion and smaller less secure networked area.
References
West, J. (2022). Data Communication and Computer Networks (9th ed.). Cengage Learning US. https://ecpi.vitalsource.com/books/9780357504413