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 | Having knowledge and awareness of the design and construction decisions influenced by geographical variations in social, economic, cultural, and physical contexts. | |||||
| 2 | Being able to collaborate in a multidisciplinary manner at the national and international levels, independently or jointly planning design projects in interdisciplinary work, and taking on responsibilities to execute/manage them. | |||||
| 3 | Having knowledge about the principles, laws, regulations and standards; being aware of professional ethics, duties and responsibilities. | |||||
| 4 | Being able to obtain the necessary data using accurate research methods and techniques, interpreting the results, and transforming the theoretical knowledge acquired by generating counter-arguments/syntheses, evaluating them, and applying them to alternative design solutions in the practical domain. | X | ||||
| 5 | Expressing data, ideas, design solutions and projects accurately and effectively by using oral, written and/or visual communication techniques and technology. | |||||
| 6 | Having knowledge of interior space systems in a way that considers the relationship between the base building construction and the interior construction. | |||||
| 7 | Providing a holistic design approach by developing details through the appropriate selection of furnishing, product and material. | X | ||||
| 8 | Developing design ideas/creating space with the influence of psychology, sociology, philosophy, architecture and art by using scientific and technical knowledge that will respond to aesthetic and functional needs. | X | ||||
| 9 | Developing user-oriented design solutions with human factors, ergonomics, universal and inclusive design principles. | X | ||||
| 10 | Having knowledge within the scope of the historical development of interior architecture, architecture and art, having the competence to make decisions by exhibiting a respectful and sensitive attitude towards cultural heritage and historical/natural environment. | |||||
| 11 | Designing to increase spatial comfort and wellbeing with the impact of physical environmental systems such as lighting, color, acoustics, air conditioning, etc. | |||||
| 12 | Having the ability to develop a sustainable design by using natural and built environment information. | |||||
| 13 | Keeping up with new developments in the field of interior architecture and design, having a consciousness of lifelong learning, and contributing to the field. | |||||
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 | ||