Course Internationalization Toolkit

BSC 1010C: Fundamentals of Biology 1

Toolkit Contributors: Melissa Schreiber, East Campus, Science, ext. 2246

The official course learning outcomes from the COB have been listed in blue. Enter your course internationalization mini-projects by outcome. Be sure to include all instructional resources and assessment tools as attachments when you submit your entry to the toolkit.
CLO #1: / Students will describe the fundamental characteristics of living organisms.
Entry Name / CLO Expansion or Interpretation
(Ss will be able to…) / Connections to Global Competencies / Assessment Method/s and Tools / Teaching Strategies, Student Learning Activities, and Assignments / Instructional Materials / Resources / Co-Curricular / Interdisciplinary Activities
Hierarchy of Life /
  • Describe how living organisms differ from non-living entities.
  • Describe the hierarchy of biological organization from the cell to the biosphere and be able to relate structure and function throughout the levels.
  • Describe the fundamental evolutionary hierarchy of biological organization and associated taxonomy.
  • Describe some fundamental ecological concepts and relevance to biological organization.
  • Describe and relate the fundamentals of Darwinian evolution.
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  • Knowledge – World ecology
  • Attitudes – Demonstrates curiosity about the world and others.
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  • Students present anoral presentation using a rubric on comparing and contrasting the different species unique to the each continent on Earth.
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  • Watch a video in class regarding the different animals around the world.
  • Discussion on possible research topics for the oral presentation.
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  • What did you learn from the movie that was discussed in lecture?
  • Provide examples for each of the levels of biological organization from the movie: biosphere, ecosystem, community, population, organism, system, organ, tissue, cell, molecule, and atom.
  • Rubric for oral presentation(see attachment).
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  • In April, attend the Earth Day activities on your campus.
  • Promote Earth Day by students leading or participating in activities at your campus.
  • Create a service-learning project for students with an organization whose mission is to save the Earth.

The official course learning outcomes from the COB have been listed in blue. Enter your course internationalization mini-projects by outcome. Be sure to include all instructional resources and assessment tools as attachments when you submit your entry to the toolkit.
CLO #2: / Students will describe the fundamentals of molecular structure and molecule functions in living organisms.
Entry Name / CLO Expansion or Interpretation
(Ss will be able to…) / Connections to Global Competencies / Assessment Method/s and Tools / Teaching Strategies, Student Learning Activities, and Assignments / Instructional Materials / Resources / Co-Curricular / Interdisciplinary Activities
History /
  1. Students will describe the various levels of organization of matter on earth such as atoms, elements, and molecules.
  2. Students will model and describe how and why elements combine to form molecules to include valence variation and ionization.
  3. Students will model and relate molecular ionization related to acids, bases, and pH.
  4. Students will describe molecule polarity and ionization as an influence on molecular interactions and fundamental organization in solutions and cells.
/ Knowledge – World history.
Attitudes – Demonstrates curiosity about the world and others. /
  • Include essay questions about Dmitri Ivanovitch Mendeleev and the discovery of the periodic table on a lecture exam.
  • Write a paragraph about how the periodic table is used today.
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  • Engaging lecture about the Russian chemist Dmitri Ivanovitch Mendeleev and his discovery that elements can be arranged into a periodic table.
  • Discussion on the discovery of the new elements in the periodic table since its development in 1869.
  • Small group discussions about the importance of the periodic table in biology and chemistry classes and in medicine and research.
  • Research assignment - name the element that is named after Dmitri Ivanovitch Mendeleev.
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  • What is the scientific importance of Dmitri Ivanovitch Mendeleev?
  • What is the significance of the periodic table?
  • How is the periodic table used in science?
  • How is the periodic table used today?
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  • Invite a chemistry professor to talk about how the periodic table is used in medicine and research.

The official course learning outcomes from the COB have been listed in blue. Enter your course internationalization mini-projects by outcome. Be sure to include all instructional resources and assessment tools as attachments when you submit your entry to the toolkit.
CLO #3: / Students will describe the fundamentals of structure, function, and evolution of eukaryote and prokaryote cells.
Entry Name / CLO Expansion or Interpretation
(Ss will be able to…) / Connections to Global Competencies / Assessment Method/s and Tools / Teaching Strategies, Student Learning Activities, and Assignments / Instructional Materials / Resources / Co-Curricular / Interdisciplinary Activities
History, Evolution, and Drug Resistance /
  1. Students will describe, model, or draw the structure and functions of the major cell features of prokaryotes and eukaryotes.
  2. Students will be able to describe relevant differences among eukaryote cell types and prokaryotes.
  3. Students will describe fundamentals of Endosymbiotic Theory as it relates to eukaryote cell evolution.
/ Knowledge – World history.
Skills – Able to hold opposing views with others from diverse cultures and backgrounds, and to calmly arrive at resolutions to conflict.
Attitudes – Values and respects diversity. /
  • Short answer question, write a paragraph about the theory of evolution and provide supporting evidence.
  • Include questions on lecture exam about the impact of drug resistance and the treatment of infectious disease. Also include questions about MRSA on the exam.
  • Write an essay about the impact of drug resistance regarding a specific pathogen.
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  • Read experts from his books “On the Origin of Species by Means of Natural Selection” and “The Descent of Man.”
  • Classroom discussions regarding natural selection and evolution.
  • Lecture on the importance of the endosymbiotic theory on the evolution of eukaryotic organisms.
  • Read articles about drug resistance.



  • Classroom discussions on drug resistance and the difficulty in treating infectious microbes.
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  • How is the theory of evolution important to the field of biology? Support your answer with supporting evidence.
  • List several factors that can lead to the development of drug resistant pathogens.
  • What is the difficulty in treating drug resistant pathogens?
  • What is the medical implication if Staphylococcus aureus is resistant to ampicillin?
  • Rubric for essay(see attachment).
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  • In spring semester, celebrate Charles Darwin’s birthday: February 12th. Host a birthday celebration with the faculty and students on your campus.
  • Promote this celebration by students leading in activities at your campus.
  • Invite an infectious disease doctor or UCF researcher to discuss about the impact of drug resistance and the treatment of infectious pathogens.

The official course learning outcomes from the COB have been listed in blue. Enter your course internationalization mini-projects by outcome. Be sure to include all instructional resources and assessment tools as attachments when you submit your entry to the toolkit.
CLO #4: / Students will describe the integrative structure and function of cells in the structure and function of eukaryote organisms.
Entry Name / CLO Expansion or Interpretation
(Ss will be able to…) / Connections to Global Competencies / Assessment Method/s and Tools / Teaching Strategies, Student Learning Activities, and Assignments / Instructional Materials / Resources / Co-Curricular / Interdisciplinary Activities
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  1. Students will describe or model the endomembrane system and the cell membrane to secretory and absorptive processes.
  2. Students will describe osmoregulatory processes at the cellular level.
  3. Students will describe cellular level gas exchange by diffusion as supporting organism function.
  4. Students will describe or model some details of the basis of tissue level structure and function.
  5. Students will describe or map the eukaryote cell cycle and the fundamentals of its normal and abnormal regulation.
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The official course learning outcomes from the COB have been listed in blue. Enter your course internationalization mini-projects by outcome. Be sure to include all instructional resources and assessment tools as attachments when you submit your entry to the toolkit.
CLO #5: / Students will describe the fundamentals of the molecular and cellular basis of metabolism and relationships to ecology and evolution.
Entry Name / CLO Expansion or Interpretation
(Ss will be able to…) / Connections to Global Competencies / Assessment Method/s and Tools / Teaching Strategies, Student Learning Activities, and Assignments / Instructional Materials / Resources / Co-Curricular / Interdisciplinary Activities
Ecology /
  1. Students will describe and relate the role of enzymes and cofactors to metabolism.
  2. Students will be able to describe both molecular and energetic input and output for cellular respiration and photosynthesis.
  3. Students will model or map the cellular organization of metabolic processes.
  4. Students will describe the ecological relationship between autotrophs and heterotrophs.
  5. Students will map or model the consequences of aerobic and anaerobic conditions to cellular respiration.
  6. Students will describe fundamentals of Endosymbiotic Theory as it relates to eukaryote metabolism.
/ Knowledge – World ecology.
Attitudes – Demonstrates curiosity about the world and others. /
  • Write a paragraph on how Earth Day is important for the sustainability of our planet.
  • Write a paragraph on recycling and sustainability of Earth.
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  • Visit the greenhouse to observe the diversity of organisms on your campus.
  • Students will keep a weekly log and track what they do for sustainability based on the provided handout (see attachment).
  • Participate in the Central Florida Earth Day celebrations.
  • Locate the recycling center nearest to you.
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  • How is Earth day important in the sustainability of our planet?
  • How do you plan to participate in Earth day activities?
  • How is recycling important for the sustainability of Earth?
  • Do you recycle? If so, what do you recycle? Do you recycle at both work and home?
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  • In April, attend the Earth Day activities on your campus.
  • Invite a guest speaker from the Valencia Earth Studies Association (VESA) to talk about their involvement at Valencia.
  • Emphasize the importance of recycling at Valencia.

The official course learning outcomes from the COB have been listed in blue. Enter your course internationalization mini-projects by outcome. Be sure to include all instructional resources and assessment tools as attachments when you submit your entry to the toolkit.
CLO #6: / Students will describe the fundamentals of asexual and sexual reproduction at the cellular and organismal level and the genetic and evolutionary significance.
Entry Name / CLO Expansion or Interpretation
(Ss will be able to…) / Connections to Global Competencies / Assessment Method/s and Tools / Teaching Strategies, Student Learning Activities, and Assignments / Instructional Materials / Resources / Co-Curricular / Interdisciplinary Activities
Birth Control /
  1. Students will describe or model the cellular division processes of plants and animals.
  2. Students will describe eukaryote nuclear division by mitosis and meiosis and contrast it with prokaryote fission.
  3. Students will describe or map the roles of mitosis and meiosis to the life cycles' of plants and animals.
  4. Students will describe and relate the relevance of sexual reproduction with recombination and clonal asexual reproduction in the context of evolution.
  5. Students will be able to relate meiotic nondisjunction to genetic, karyotypic variation.
/ Knowledge – World culture.
Skills – Able to hold opposing views with others from diverse cultures and backgrounds, and to calmly arrive at resolutions to conflict.
Attitudes – Understands personal norms, biases, and expectations for oneself and others. /
  • Include questions on exam regarding the access to birth control.
  • Discussion board in Blackboard on the birth trends in more developed countries vs. less developed countries.
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  • Lecture on birth rates for more and less developed countries.
  • Lecture on family planning and birth control methods.
  • Discussion on the lack of birth control in developing countries.
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  • What do you think is the main issue in getting access to birth control in the US? How would this compare to a developing country?
  • Rubric for discussion board (see attachment).
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  • Invite a guest speaker from Planned Parenthood to discuss the different types of birth control.

The official course learning outcomes from the COB have been listed in blue. Enter your course internationalization mini-projects by outcome. Be sure to include all instructional resources and assessment tools as attachments when you submit your entry to the toolkit.
CLO #7: / Students will describe genes and the fundamentals of the processes and patterns of inheritance in eukaryote organisms.
Entry Name / CLO Expansion or Interpretation
(Ss will be able to…) / Connections to Global Competencies / Assessment Method/s and Tools / Teaching Strategies, Student Learning Activities, and Assignments / Instructional Materials / Resources / Co-Curricular / Interdisciplinary Activities
History /
  1. Students will describe or model the fundamentals of genes and alleles.
  2. Students will be able to describe inheritance using proper genetics terminology pertaining to organization and transmission.
  3. Students will be able to predict the process of inheritance from numerical and / or pedigree data.
  4. Students will be able to produce numerical predictions and / or pedigree patterns for the processes of inheritance.
  5. Students will describe and relate the contribution of environmental variation to phenotypic variation.
/ Knowledge – World history.
Attitudes – Demonstrates curiosity about the world and others. /
  • Write a paragraph on how Gregor Mendel changed the field of genetics.
  • Include questions on a lecture exam regarding Mendel’s experiments with pea plants.
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  • Discussions on Gregor Mendel’s (Austrian monk) genetic experiments with pea plants in a garden at the monastery at Brno (it is now known as the Czech Republic).
  • Assignment on the construction of Punnett squares and the seven traits Mendel examined(see attachment).
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  • What is the scientific significance of Gregor Mendel?
  • How did Gregor Mendel change the field of genetics?
  • Describe the experiments that Mendel performed with pea plants.
  • What is the difference between a monohybrid and dihybrid cross?
  • Gregor Mendel used true breeding parents for his genetic crosses. What is a true breeding strain?
  • Explain the differences between the P, F1, and F2 generation.
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  • Emphasize the importance of Gregor Mendel’s work in genetics in all of the Biology labs.

The official course learning outcomes from the COB have been listed in blue. Enter your course internationalization mini-projects by outcome. Be sure to include all instructional resources and assessment tools as attachments when you submit your entry to the toolkit.
CLO #8: / Students will describe or model the fundamentals of eukaryote molecular genetics to include: structure and function of DNA, RNA, and ribosomes pertaining to the expression of our genes into polypeptide phenotypes.
Entry Name / CLO Expansion or Interpretation
(Ss will be able to…) / Connections to Global Competencies / Assessment Method/s and Tools / Teaching Strategies, Student Learning Activities, and Assignments / Instructional Materials / Resources / Co-Curricular / Interdisciplinary Activities
History /
  1. Students will describe or model the structure of DNA in eukaryotes and DNA synthesis (replication).
  2. Students will describe or model the transcription process contributing to gene expression in eukaryotes.
  3. Students will describe or model the translation process contributing to gene expression in eukaryotes.
  4. Students will describe, model, or map DNA mutation and its consequences on gene expression in eukaryotes.
/ Knowledge – World history.
Attitudes – Demonstrates curiosity about the world and others. /
  • Include questions on a lecture exam about the scientists involved in discovering genetic material is made up of DNA and the structure of DNA.
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  • Lecture on the history of discovering the gene is made up of DNA and not protein.
  • Classroom discussions on the work of Frederick Griffith (English physician), Oswald Avery (American bacteriologist) and his colleagues at the Rockefeller University, and Alfred Hershey (American bacteriologist) and Martha Chase (American geneticist) of the Carnegie Institute in Washington.
  • Classroom discussions on the work of Rosalind Franklin (English chemist), Maurice Wilkins (English biophysicist), Erwin Chargaff (Austrian biochemist), Linus Pauling (American biochemist), Francis Crick (English physicist), and James Watson (American geneticist).
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  • What is the significance of the scientists discussed in lecture in discovering that genetic material is made up of DNA?
  • Describe the role of each of the scientists discussed in lecture that helped to discover the structure of DNA.
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  • Emphasize the importance of these scientists and their findings in all of the Biology labs.

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