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 | General Elective | 3 | 0 | 0 | 3 | 4 |
| Pre-requisite Course(s) |
|---|
| N/A |
| Course Language | Turkish |
|---|---|
| Course Type | Elective Courses |
| 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 | To have basic theoretical knowledge about the field within the scope of health, education and support services, organizational structure and systematics. | |||||
| 2 | To be able to understand the basic concepts, approaches and theories in the field of child development, to associate them with current life, national and international developments. | |||||
| 3 | To be able to use sciences such as health, education, and psychology along with the basic knowledge and skills of the discipline of child development. | |||||
| 4 | To be able to identify the problems encountered and develop solutions based on the knowledge and skills required by the discipline of child development. | |||||
| 5 | To be able to independently carry out the necessary work as an individual and as a team member, and take responsibility in the practices related to child development education in preschool education institutions, private education institutions and health institutions | |||||
| 6 | To be able to have the necessary basic knowledge for applications in preschool education institution, private education institution and health institutions related to child development education. | |||||
| 7 | To be able to determine the learning needs associated to lifelong learning related to child development and education and to make the necessary guidance. | |||||
| 8 | To be able to act in accordance with professional ethics and social-responsibility-understanding in all field practices and social relations of the profession | |||||
| 9 | To be able to carry out studies on child development to raise awareness of society and other professional groups . | |||||
| 10 | To be able to follow the information in the field and communicate with colleagues by using a universal foreign language. | |||||
| 11 | To be able to do resource research for the purpose of accessing information, to use databases, numerical values and other information sources. | |||||
| 12 | To be able to communicate effectively with the family and the child in accordance with the cultural structure, and to work in cooperation in child development studies. | |||||
| 13 | To be able to act in accordance with social, scientific, cultural and ethical values in all studies in the field of child development. | |||||
| 14 | To be able to show sensitivity to the universality of social rights in the field of child development, protection of quality cultural values, occupational health and safety. | |||||
| 15 | To be able to evaluate and prepare the materials required by the field of child development (educational toys, educational books and brochures, game material) and to use them for educational purposes. | |||||
| 16 | To be able to determine the developmental differences of 0-18 year old children at an early stage, to prepare and implement appropriate education programs. | |||||
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 | ||