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.
Entry
Name
CLO Expansion or
Interpretation
(Ss will be able to…)

Describe how living organisms differ from nonliving 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.
Connections to
Global
Competencies

Knowledge
–
World ecology

Attitudes
–
Demonstrates curiosity about the world and others.
Assessment
Method/s and Tools
Teaching Strategies, Student
Learning Activities, and
Assignments

Students present an oral presentation using a rubric on comparing and contrasting the different species unique to the each continent on Earth.

Watch a video in class regarding the different animals around the world. http://www.bbc.co.uk/learningzo ne/clips/different-animalsaround-the-world/12650.htm

Discussion on possible research topics for the oral presentation.
Instructional Materials
/ Resources

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) .
Co-Curricular /
Interdisciplinary
Activities

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 servicelearning project for students with an organization whose mission is to save the Earth.
1

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.
Entry
Name
CLO Expansion or
Interpretation
(Ss will be able to…)
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.
Connections to
Global
Competencies
Knowledge
– World history.
Attitudes –
Demonstrates curiosity about the world and others.
Assessment
Method/s and Tools

Include essay questions about
Dmitri Ivanovitch discovery of the lecture exam.

Write a paragraph about how the periodic table is used today.
Teaching Strategies, Student
Learning Activities, and
Assignments
Instructional Materials
/ Resources

Engaging lecture about the
Russian chemist Dmitri

What is the scientific
Ivanovitch Mendeleev and his Ivanovitch
Mendeleev? arranged into a periodic table. the new elements in the periodic table since its development in 1869.

What is the significance of the periodic table?

How is the periodic table used in science? 
Small group discussions about the importance of the periodic table in biology and chemistry

How is the periodic table used today? classes and in medicine and research.

Research assignment - name the element that is named after
Dmitri Ivanovitch Mendeleev.
Co-Curricular /
Interdisciplinary
Activities

Invite a chemistry about how the periodic table is used in medicine and research.
     
     
2

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.
Entry
Name
CLO Expansion or
Interpretation
(Ss will be able to…)
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.
Connections to
Global
Competencies
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.
Assessment
Method/s and Tools
Teaching Strategies, Student
Learning Activities, and
Assignments

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.
 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. http://www.cdc.gov/drugresistance
/index.html
http://www.who.int/drugresistance/ en/ http://www.who.int/topics/drug_res istance/en/ http://www.niaid.nih.gov/topics/ant imicrobialresistance/Pages/default
.aspx

Classroom discussions on drug resistance and the difficulty in treating infectious microbes.
Instructional Materials
/ Resources

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) .
Co-Curricular /
Interdisciplinary
Activities

In spring semester, celebrate Charles
Darwin’s birthday:
February 12 th .
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.
3

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.
Entry
Name
CLO Expansion or
Interpretation
(Ss will be able to…)
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.
Connections to
Global
Competencies

Knowledge –
Enter info

Skills – Enter info

Attitudes
– Enter info
Assessment
Method/s and Tools

Enter info

Enter info

Enter info
Teaching Strategies, Student
Learning Activities, and
Assignments

Enter info

Enter info

Enter info
Instructional Materials
/ Resources

Enter info

Enter info

Enter info
Co-Curricular /
Interdisciplinary
Activities

Enter info

Enter info

Enter info
     
4

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.
Entry
Name
Students will describe the fundamentals of the molecular and cellular basis of metabolism and relationships to ecology and evolution.
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
5

Course Internationalization Toolkit
BSC 1010C: Fundamentals of Biology 1
Toolkit Contributors:
Melissa Schreiber, East Campus, Science, ext. 2246
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.

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. http://www.cfearthday.org/

Locate the recycling center nearest to you. http://earth911.com/recycling/

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?
    

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. http://valenciacolle ge.edu/sustainabilit y/getinvolved/clubs
.cfm

Emphasize the importance of recycling at
Valencia. http://valenciacolle ge.edu/sustainabilit y/action/wasteminimization.cfm

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.
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
6

Course Internationalization Toolkit
BSC 1010C: Fundamentals of Biology 1
Toolkit Contributors:
Melissa Schreiber, East Campus, Science, ext. 2246
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.

Lecture on birth rates for more and less developed countries. https://www.cia.gov/library/publi cations/the-worldfactbook/rankorder/2054rank.ht
ml

Lecture on family planning and birth control methods. http://www.cdc.gov/reproductive health/unintendedpregnancy/co ntraception.htm

Discussion on the lack of birth control in developing countries.

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) .

Invite a guest speaker from
Planned
Parenthood to discuss the different types of birth control.
 http://www.planned
parenthood.org/he althcenter/centerDetail s.asp?f=2857&a=9
0295&v=details
     
     
The official course learning outcomes from the COB have been listed in blue. Enter your course internationalization mini-projects by outcome. Be
7

Course Internationalization Toolkit
BSC 1010C: Fundamentals of Biology 1
Toolkit Contributors:
Melissa Schreiber, East Campus, Science, ext. 2246 sure to include all instructional resources and assessment tools as attachments when you submit your entry to the toolkit.
Entry
Name
Students will describe genes and the fundamentals of the processes and patterns of inheritance in eukaryote organisms.
CLO Expansion or
Interpretation
(Ss will be able to…)
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.
Connections to
Global
Competencies
Knowledge – World history.
Attitudes
–
Demonstrates curiosity about the world and others.
Assessment
Method/s and Tools
Teaching Strategies, Student
Learning Activities, and
Assignments
Instructional Materials
/ Resources

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.
 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) .

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.
Co-Curricular /
Interdisciplinary
Activities

Emphasize the importance of
Gregor Mendel’s work in genetics in all of the Biology labs.
8

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.
Entry
Name
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.
CLO Expansion or
Interpretation
(Ss will be able to…)
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.
Connections to
Global
Competencies
Knowledge
– World history.
Attitudes –
Demonstrates curiosity about the world and others.

Assessment
Method/s and Tools
Include questions on a lecture exam about the scientists involved in discovering genetic material is made up of DNA and the structure of DNA.

Teaching Strategies, Student
Learning Activities, and
Assignments
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).
Instructional Materials

/ Resources
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.

Co-Curricular /
Interdisciplinary
Activities
Emphasize the importance of these scientists and their findings in all of the Biology labs.
     
9

Course Internationalization Toolkit
BSC 1010C: Fundamentals of Biology 1
Toolkit Contributors:
Melissa Schreiber, East Campus, Science, ext. 2246
     
10