ECTS - Scientific Toy Design
Scientific Toy Design (HUM202) Course Detail
| Course Name | Course Code | Season | Lecture Hours | Application Hours | Lab Hours | Credit | ECTS |
|---|---|---|---|---|---|---|---|
| Scientific Toy Design | HUM202 | 3 | 0 | 0 | 3 | 4 |
| Pre-requisite Course(s) |
|---|
| none |
| Course Language | Turkish |
|---|---|
| Course Type | N/A |
| Course Level | Bachelor’s Degree (First Cycle) |
| Mode of Delivery | Face To Face |
| Learning and Teaching Strategies | Lecture, Discussion, Drill and Practice. |
| Course Lecturer(s) |
|
| Course Objectives | Using scientific concepts in toy design, providing students to reach scientific awareness, developing the skill of using tools for scientific toy design, introduction of scientific toy types. |
| Course Learning Outcomes |
The students who succeeded in this course;
|
| Course Content | Developing students' using tools and skills in workshops; visiting science museums and science centers, observing large-scale scientific toys, and displaying all designed and produced scientific toys. |
Weekly Subjects and Releated Preparation Studies
| Week | Subjects | Preparation |
|---|---|---|
| 1 | Meeting, introduction of the course. | Preparing a presentation |
| 2 | What is a scientific toy? Where to use? Why should it be done and played? What is its place in the education system? Are scientific toys just for kids? Does it contribute to the development of science and to the future of societies? Presentations will be made in an interactive discussion environment. | Preparing a presentation |
| 3 | Optical Workshop. Introduction of Electromagnetic Wave Spectrum. Display of the visible light region. Description of light-proof, semi-transparent and fully transparent materials. History of glass and mirror. Mirror types. Uses of mirrors. | Preparing a presentation |
| 4 | Making a kaleidoscope. Making a periscope. | Supply of materials |
| 5 | Acoustic Workshop. What is sound? What are the features? What frequency sounds do we use when speaking? Harmful sounds to the human ear. How does sound spread in different materials? How is sound insulation done? What are the features of the microphone and speaker? | Preparing a presentation |
| 6 | Making a rain stick. | Supply of materials |
| 7 | Introducing Forces. Making the moving paper toys. | Preparing a presentation Supply of materials |
| 8 | Moving toys with clothes pegs will be made. | Supply of materials |
| 9 | Science Center technical trip. | |
| 10 | Electricity and magnetism. Dancing copper wire toys. | Preparing a presentation Supply of materials |
| 11 | LED toy making | Supply of materials |
| 12 | Information will be given about eco systems and ecological balance. Plant Terrarium. | Preparing a presentation Supply of materials |
| 13 | Completing the missing projects. | |
| 14 | Completing the missing projects. | |
| 15 | End of the Year Exhibition | |
| 16 | End of the Year Exhibition |
Sources
| Course Book | 1. 1. Alan Bartholomew, Electric Gadgets and Gizmos, Kids Can Press. |
|---|---|
| 2. 2. Neil Ardley, 101 Great Science Experiments, DK Publishing, İnc. | |
| 3. 3. Ed Sobey, Inventing Toys Kids Having Fun Learning Science, Zephyr Press. | |
| 4. Ed Sobey, The Way Toys Work, Chicago Review Press. | |
| 5. 5. Georgina Andrews ve Kate Knighton, 100 Bilimsel Deney, TÜBİTAK Popüler Bilim Kitapları. | |
| 6. 6. Domenico Laurenza, Leonardo’nun Makineleri, Pegasus Yayınları. |
Evaluation System
| Requirements | Number | Percentage of Grade |
|---|---|---|
| Attendance/Participation | 1 | 10 |
| Laboratory | - | - |
| Application | 1 | 25 |
| Field Work | - | - |
| Special Course Internship | - | - |
| Quizzes/Studio Critics | - | - |
| Homework Assignments | 1 | 10 |
| Presentation | 1 | 5 |
| Project | - | - |
| Report | - | - |
| Seminar | - | - |
| Midterms Exams/Midterms Jury | - | - |
| Final Exam/Final Jury | 1 | 50 |
| Toplam | 5 | 100 |
| Percentage of Semester Work | |
|---|---|
| Percentage of Final Work | 100 |
| Total | 100 |
Course Category
| Core Courses | X |
|---|---|
| Major Area Courses | |
| Supportive Courses | |
| Media and Managment Skills Courses | |
| Transferable Skill Courses |
The Relation Between Course Learning Competencies and Program Qualifications
| # | Program Qualifications / Competencies | Level of Contribution | ||||
|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | ||
| 1 | Adequate knowledge of subjects related to mathematics, natural sciences, and Electrical and Electronics Engineering discipline; ability to apply theoretical and applied knowledge in those fields to the solution of complex engineering problems. | |||||
| 2 | An ability to identify, formulate, and solve complex engineering problems, ability to choose and apply appropriate models and analysis methods for this. | |||||
| 3 | An ability to design a system, component, or process under realistic constraints to meet desired needs, and ability to apply modern design approaches for this. | |||||
| 4 | The ability to select and use the necessary modern techniques and tools for the analysis and solution of complex problems encountered in engineering applications; the ability to use information technologies effectively | |||||
| 5 | Ability to design and conduct experiments, collect data, analyze and interpret results for investigating complex engineering problems or discipline-specific research topics. | |||||
| 6 | An ability to function on multi-disciplinary teams, and ability of individual working. | |||||
| 7 | Ability to communicate effectively orally and in writing; knowledge of at least one foreign language; active report writing and understanding written reports, preparing design and production reports, the ability to make effective presentation the ability to give and receive clear and understandable instructions. | |||||
| 8 | Awareness of the necessity of lifelong learning; the ability to access knowledge, follow the developments in science and technology and continuously stay updated. | X | ||||
| 9 | Acting compliant with ethical principles, professional and ethical responsibility, and knowledge of standards used in engineering applications. | |||||
| 10 | Knowledge about professional activities in business, such as project management, risk management, and change management awareness of entrepreneurship and innovation; knowledge about sustainable development. | |||||
| 11 | Knowledge about the impacts of engineering practices in universal and societal dimensions on health, environment, and safety. the problems of the current age reflected in the field of engineering; awareness of the legal consequences of engineering solutions. | |||||
ECTS/Workload Table
| Activities | Number | Duration (Hours) | Total Workload |
|---|---|---|---|
| Course Hours (Including Exam Week: 16 x Total Hours) | 16 | 3 | 48 |
| Laboratory | |||
| Application | 14 | 3 | 42 |
| Special Course Internship | |||
| Field Work | |||
| Study Hours Out of Class | |||
| Presentation/Seminar Prepration | 1 | 3 | 3 |
| Project | |||
| Report | |||
| Homework Assignments | 1 | 3 | 3 |
| Quizzes/Studio Critics | |||
| Prepration of Midterm Exams/Midterm Jury | |||
| Prepration of Final Exams/Final Jury | 1 | 4 | 4 |
| Total Workload | 100 | ||