General Biology II

Course Description

BSC1011C – General Biology II is a 4-credit, integrated lecture-and-laboratory course continuing the majors-track general biology sequence. The course covers the diversity of life and the structures and functions that sustain it, typically including: viruses; prokaryotes (bacteria, archaea); protists; the kingdoms of fungi, plants, and animals; plant form and function (anatomy, physiology, reproduction, water and sugar transport); animal diversity and selected animal physiology topics; and ecology and ecosystem dynamics. The integrated "C" format means lecture and laboratory meet as a unified course; students apply theoretical concepts directly through laboratory experimentation and field-based exercises.

The course sits within the Florida Statewide Course Numbering System (SCNS) under Biological Sciences > Biology and is offered at approximately 22 Florida public institutions. BSC1011C is the second course in the year-long majors-track general biology sequence and is the prerequisite for upper-division biology coursework including ecology, genetics, evolutionary biology, organismal biology, and biology of plants and animals.

BSC1011C and BSC2011C are parallel SCNS codes for the same content: BSC1011C is used at the University of North Florida (UNF) and several other Florida institutions following the 1xxx numbering convention; BSC2011C is used at UF, FSU, USF, UCF, FIU and many Florida College System institutions following the 2xxx convention. Both transfer cleanly into the SUS biology curriculum and satisfy the same prerequisite for organic chemistry, genetics, and upper-division biology coursework.

Critical: BSC1011C is NOT the same as BSC1005 (non-majors). BSC1011C is the rigorous majors-track course required for biology, biotechnology, and most pre-health programs. The non-majors course (BSC1005 / BSC1005L) covers similar topics at less depth and pace and does not satisfy the biology requirement for biology majors or most pre-health programs.

Learning Outcomes

Required Outcomes

Upon successful completion of BSC1011C, students will be able to:

• Apply the principles of evolution to the diversity of life: natural selection; speciation; phylogenetic systematics; macroevolutionary patterns.
• Describe the characteristics, structure, and reproduction of viruses and viral life cycles; the role of viruses in disease and evolution.
• Describe the diversity, structure, metabolism, and ecology of prokaryotes (Bacteria and Archaea); the role of prokaryotes in ecosystems and human health.
• Describe the diversity, structure, and ecology of protists; the evolution of eukaryotes through endosymbiosis.
• Describe the diversity, structure, life cycles, and ecology of fungi; the role of fungi in ecosystems and as decomposers and pathogens.
• Describe plant diversity: the evolution of land plants; major plant groups (bryophytes, seedless vascular plants, gymnosperms, angiosperms); seedless plants vs. seed plants; flowering plants and coevolution with pollinators.
• Describe plant form and function: tissues and tissue systems; root, stem, and leaf anatomy; primary and secondary growth; plant water and sugar transport (xylem and phloem); plant reproduction; plant hormones and responses.
• Describe animal diversity: the major animal phyla; invertebrate diversity; vertebrate diversity; comparative anatomy and major body plans.
• Describe selected aspects of animal form and function: nutrition and digestion; circulation and gas exchange; osmoregulation and excretion; nervous and endocrine systems; immunity; reproduction and development.
• Apply the principles of ecology: population ecology (growth, regulation, life history); community ecology (interactions, succession); ecosystem ecology (energy flow, biogeochemical cycles); conservation biology and biodiversity.
• Apply the principles of behavioral ecology: foraging behavior; mating systems; sociality; learning and innate behavior.
• Demonstrate laboratory and field competencies: microscopy of representative organisms; dissection and observation of representative animals (often including invertebrates and vertebrates); plant identification and anatomy; ecological sampling techniques; species-identification keys; data analysis appropriate to ecology.
• Apply the scientific method in laboratory and field investigations; design experiments; analyze data using basic statistical methods.
• Communicate scientific findings through formal lab reports in standard scientific format with proper documentation.

Optional Outcomes

Depending on instructor and institutional emphasis, students may also:

• Engage with Florida-specific ecosystems and biodiversity: pine flatwoods, hardwood hammocks, freshwater springs, the Everglades, coastal and marine ecosystems, invasive species (Burmese python, Lionfish, Brazilian pepper, etc.).
• Conduct field-based exercises: organism identification in natural settings; ecological sampling.
• Engage with conservation biology at greater depth: extinction risks; conservation strategies; legal and policy frameworks (Endangered Species Act).
• Engage with climate change biology: the impact of climate change on ecosystems and species distributions.
• Engage with introductory phylogenetic methods: tree-building; molecular phylogenetics.
• Conduct an independent or group research project in ecology, plant biology, or animal biology.

Major Topics

Required Topics

• Review of Evolution and Phylogeny: Natural selection; speciation; phylogenetic trees; the tree of life.
• Viruses: Viral structure; viral life cycles (lytic, lysogenic); viral diversity; viruses and disease; viral evolution.
• Prokaryotes — Bacteria and Archaea: Prokaryotic structure and reproduction; metabolic diversity; prokaryotic phylogeny; prokaryotes in ecosystems; prokaryotes and human health.
• Protists: Eukaryotic origins through endosymbiosis; protist diversity; ecological and clinical importance of protists.
• Fungi: Fungal structure and reproduction; fungal phylogeny (chytrids, zygomycetes, ascomycetes, basidiomycetes); fungi as decomposers, mutualists, and pathogens; lichens and mycorrhizae.
• Plant Diversity and Evolution: The transition to land; bryophytes (mosses, liverworts, hornworts); seedless vascular plants (ferns, lycophytes); gymnosperms (conifers, cycads, gnetophytes, ginkgo); angiosperms (flowering plants); coevolution with pollinators and dispersers.
• Plant Form: Plant cells and tissues (dermal, ground, vascular); root, stem, and leaf anatomy; primary growth (apical meristems) and secondary growth (vascular cambium, cork cambium).
• Plant Function: Water and mineral uptake from soil; transpiration and the cohesion-tension theory; sugar translocation in phloem (pressure-flow hypothesis); photosynthesis (review and integration); plant nutrition.
• Plant Reproduction: Alternation of generations across plant groups; the flower; pollination; double fertilization in angiosperms; fruit and seed development.
• Plant Responses: Plant hormones (auxin, gibberellin, cytokinin, ethylene, ABA); tropisms; circadian rhythms; flowering and photoperiodism; plant defenses against herbivory and pathogens.
• Animal Diversity: The major animal phyla; the protostome / deuterostome split; invertebrate diversity (sponges, cnidarians, flatworms, mollusks, annelids, arthropods, echinoderms); chordate diversity (urochordates, cephalochordates, vertebrates); vertebrate evolutionary radiation.
• Animal Form and Function (Selected Topics): Animal body plans and tissues; nutrition and digestion; circulation; gas exchange; osmoregulation and excretion; nervous and endocrine integration; immune systems; reproduction and embryonic development.
• Ecology — Population: Population growth (exponential, logistic); density-dependent and density-independent regulation; life-history strategies; metapopulations.
• Ecology — Community: Species interactions (competition, predation, parasitism, mutualism, commensalism); community structure; succession; biodiversity.
• Ecology — Ecosystem: Energy flow and trophic structure; productivity; biogeochemical cycles (carbon, nitrogen, water, phosphorus); ecosystem services.
• Ecology — Conservation Biology: Biodiversity loss; threats (habitat destruction, climate change, invasives, pollution, overexploitation); conservation strategies and policy.
• Behavior: Innate vs. learned behavior; foraging; mating systems; communication; sociality.
• Laboratory Practice: Microscopy of representative organisms across diversity; dissection of selected animals; plant anatomy and identification; ecological sampling techniques; species keys; data analysis; formal lab report writing.

Optional Topics

• Florida-Specific Ecosystems: Pine flatwoods, hardwood hammocks, freshwater springs (Florida has the largest concentration of freshwater springs in the world), cypress swamps, the Everglades, mangrove forests, coral reefs, beach and dune systems.
• Florida Invasive Species: Burmese python, Lionfish, Brazilian pepper, melaleuca, water hyacinth, fire ants, Cuban tree frog, and many others; the ecological and economic impacts of invasions.
• Climate Change Biology: Effects on species distributions, phenology, ocean ecosystems, and Florida-specific concerns (sea-level rise, coral bleaching, hurricane intensification).
• Phylogenetic Methods: Tree construction; parsimony and maximum likelihood; molecular clocks.
• Independent Research Project: Student-designed inquiry in ecology, plant or animal biology.

Resources & Tools

• Most-adopted textbooks at Florida institutions: Campbell Biology by Urry, Cain, Wasserman, Minorsky, and Reece (Pearson) — by far the most widely-adopted majors biology textbook nationally and at Florida institutions; Biology by Raven, Johnson, Mason, Losos, and Singer (McGraw-Hill); Biological Science by Freeman, Quillin, Allison, Black, Podgorski, Taylor, and Carmichael (Pearson); Life: The Science of Biology by Sadava, Hillis, Heller, and Hacker (Sinauer/Macmillan).
• Open-access alternative: OpenStax Biology 2e (free) — increasingly adopted at Florida institutions as a zero-textbook-cost option; rigorous and comprehensive coverage suitable for majors-track use.
• Online learning platforms: Mastering Biology (Pearson, paired with Campbell); Connect Biology (McGraw-Hill); Sapling Learning; OWLv2 (Cengage); LearnSmart and SmartBook adaptive learning.
• Laboratory equipment: Compound and dissecting microscopes; prepared microscope slides (representative organisms across diversity); preserved specimens (representative invertebrates and vertebrates); plant specimens and herbarium materials; ecological sampling equipment (quadrats, transects, sampling nets); pH meters and water-quality kits.
• Lab manuals: Typically institution-specific; commercial alternatives include manuals paired with Campbell and other textbooks; OpenStax-paired open lab manuals.
• Florida-specific resources: Florida Wildflower Foundation; Florida Native Plant Society; Florida Fish and Wildlife Conservation Commission (FWC) resources; the Florida Museum of Natural History (Gainesville); the Mote Marine Laboratory (Sarasota); the Marjory Stoneman Douglas Biscayne Nature Center.
• Reference and visualization tools: HHMI BioInteractive (free animations, case studies, and data); the Tree of Life Project; iNaturalist (citizen science platform); the Encyclopedia of Life (eol.org).
• Tutoring and support: Institution biology learning centers; Supplemental Instruction (SI) sessions — General Biology II is one of the most heavily SI-supported courses at most institutions.

Career Pathways

BSC1011C completes the year-long majors-track general biology sequence, opening the way to upper-division biology and to nearly every STEM and pre-health career. Florida-relevant career pathways include:

• Pre-Medical, Pre-Dental, Pre-Veterinary, Pre-Optometry, Pre-Pharmacy, Pre-Physician-Assistant — the year-long general biology sequence is required for all health-professions schools.
• Biologist / Biotechnologist / Biomedical Researcher — pathway through SUS BS programs and graduate study.
• Marine Biologist — Florida is a global hub for marine biology (Mote Marine Laboratory, Harbor Branch Oceanographic Institute, NOAA, university programs); BSC1011C is the prerequisite for upper-division marine biology and ecology coursework.
• Conservation Biologist / Wildlife Biologist — Florida Fish and Wildlife Conservation Commission, U.S. Fish and Wildlife Service, National Park Service (Everglades, Big Cypress, Biscayne, Dry Tortugas).
• Environmental Scientist / Environmental Consultant — Florida's environmental consulting and regulation sector.
• Ecologist / Botanist / Zoologist — Florida universities, museums, and research stations.
• Medical Laboratory Scientist / Microbiologist — Florida's healthcare and research network.
• Agricultural Scientist / Plant Scientist — Florida's substantial agricultural sector (citrus, vegetables, ornamental horticulture) and IFAS (Institute of Food and Agricultural Sciences) at UF.
• K–12 Biology Teacher — pathway through Florida science education programs.
• Park Ranger / Naturalist — Florida State Parks, National Park Service; Florida has 175+ state parks.
• Forestry / Land Management — Florida Forest Service; private forestry operations.

Special Information

Articulation and Transfer

BSC1011C is part of the Florida common course numbering system and articulates seamlessly to all SUS institutions. A grade of C or higher is required at most SUS institutions for the course to satisfy major prerequisites and to allow use as a prerequisite for upper-division biology, organic chemistry, and pre-health applications.

BSC1011C vs. BSC2011C

Both BSC1011C and BSC2011C are majors-track second-semester general biology courses with essentially equivalent content. The distinction is in SCNS code conventions used at different institutions:

• BSC1011C is used at the University of North Florida (UNF) and several other Florida institutions where the BSC1010C/BSC1011C 1xxx sequence is preferred.
• BSC2011C is used at UF, FSU, USF, UCF, FIU, and many Florida College System institutions where the BSC2010C/BSC2011C 2xxx sequence is the standard.

Both transfer cleanly into the SUS biology curriculum. UNF specifically lists BSC2011C as an "acceptable substitute" for BSC1011C and vice versa; this also applies to lab-only variants. Students transferring should confirm acceptance of their specific course code with the receiving institution.

Critical: BSC1011C / BSC2011C vs. BSC1005

This is among the most common biology-placement decisions in Florida. The two course pathways are not interchangeable:

• BSC1005 + BSC1005L (non-majors): 4 credits combined. Less depth, slower pace, gen-ed only. Does NOT satisfy the biology requirement for biology, biotech, pre-medical, or pre-health majors.
• BSC1011C / BSC2011C (majors): 4 credits, integrated lecture-and-lab. Comprehensive depth required for biology majors and most pre-health pathways.

If you are uncertain about your major or thinking about pre-health, take the majors-track sequence (BSC1010C/BSC1011C or BSC2010C/BSC2011C). Switching from BSC1005 to BSC2010C/BSC2011C requires a complete re-take.

Position in the Biology Curriculum

BSC1011C is preceded by BSC1010C / BSC2010C (General Biology I) and followed by upper-division biology courses including:

• BSC2012C — General Biology III (at UNF and a few others, where the introductory sequence is three semesters)
• PCB3023C — Molecular and Cell Biology
• PCB3043C — Principles of Ecology
• PCB3063 / PCB3063C — Genetics
• PCB3712 — Animal Physiology
• BOT, ZOO, MCB — specialized organismal biology courses

Prerequisites

The standard prerequisite is BSC1010C (or BSC2010C) — General Biology I — with a minimum grade of C. Some institutions also list MAC1105 (College Algebra) or higher mathematics as a prerequisite or co-requisite.

Course Format and Workload

BSC1011C is generally considered at least as difficult as BSC1010C/BSC2010C. Expect 3 hours of lecture and 2–3 hours of laboratory each week, plus 10–15 hours per week of out-of-class study. The breadth of organism diversity is substantial; consistent weekly engagement is essential. Strong performance in BSC1011C is the single best predictor of success in subsequent organic chemistry, genetics, and upper-division biology coursework.

Course Code Variations

Florida institutions title this course "General Biology II," "Integrated Principles of Biology II," "Biological Sciences II," or "Biology of Plants and Animals." Both BSC1011C and BSC2011C are in active use across Florida; both are 4 credits with integrated lecture and laboratory.