FACULTY OF ARTS AND SCIENCES
Department of Mathematics
GENS 205 | Course Introduction and Application Information
Course Name |
Natural Science
|
Code
|
Semester
|
Theory
(hour/week) |
Application/Lab
(hour/week) |
Local Credits
|
ECTS
|
GENS 205
|
Fall/Spring
|
3
|
0
|
3
|
4
|
Prerequisites |
None
|
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Course Language |
English
|
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Course Type |
Service Course
|
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Course Level |
First Cycle
|
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Mode of Delivery | - | |||||
Teaching Methods and Techniques of the Course | - | |||||
Course Coordinator | ||||||
Course Lecturer(s) | ||||||
Assistant(s) | - |
Course Objectives | This course introduces the history of Western mankind's changing understanding of the natural world from Greek antiquity through the Scientific Revolution of the 17th century. |
Learning Outcomes |
The students who succeeded in this course;
|
Course Description | See Schedule |
|
Core Courses | |
Major Area Courses | ||
Supportive Courses | ||
Media and Management Skills Courses | ||
Transferable Skill Courses |
WEEKLY SUBJECTS AND RELATED PREPARATION STUDIES
Week | Subjects | Related Preparation |
1 | Introduction | Discussion Topic: Does the word science accurately describe Babylonian, Egyptian and Greek thought about nature? Why is "scientist" in quotation marks in the syllabus? Should it be? Reading: Lindberg ch. 1 |
2 | The Pre-Socratics | Discussion Topic: What was the "problem of change?" Was it more severe than "the problem of knowledge?" Reading: Lindberg ch. 2, Parmenides on Blackboard |
3 | Plato | Discussion Topic: From Plato's point of view, what was his single most important concept? Why would Plato think it was the most important? Explain Plato's successful theory of nature. Reading: Lindberg ch. 2,3, Plato on Blackboard |
4 | Aristotle | Discussion Topic: From Aristotle's point of view, what was his single most important concept? Why would Aristotle think it was the most important? Explain Aristotle's successful theory of nature. Reading: Lindberg ch. 3,4 Aristotle on Blackboard |
5 | Ptolemy, Galen, Greek natural philosophers in review | Discussion Topic: What exactly were Plato's and Aristotle's respective influences on Greek astronomy just before Ptolemy? Was astronomy then more Platonic or more Aristotelian, or neither? Reading: Lindberg ch. 4,5, 6 Aristarchus, and Ptolemy on Blackboard |
6 | 1st Midterm | |
7 | Early Medieval Science in Europe and Islamic world | Discussion Topic: In medieval science, which word best describes the relationship between science and religion: harmony, separation, conflict? Why? Reading: Lindberg ch. 7-11 |
8 | Vesalius, Harvey | Discussion Topic: What were Vesalius and Harvey's major contributions to 16th century medical sciences? Reading: Lindberg ch. 13, Dear Ch.2 & 7, Harvey on Blackboard |
9 | Copernicus, Tycho Brahe, Kepler, Galileo | Discussion Topic: What were Copernicus, Tycho Brahe, Kepler, and Galileo's major contributions to 16th century astronomical sciences? Reading: Dear Ch.2 & 7 |
10 | Descartes | Discussion Topic: From Descartes' point of view, what was his single most important concept? Why would Descartes think it was the most important? Explain Descartes' successful theory of nature. Reading: Dear Ch.2 & 4, Descartes on Blackboard |
11 | 2nd Midterm | |
12 | Newton | Reading: Dear Ch.6,7,8 |
13 | Newton | Reading: Dear Ch.6,7,8 |
14 | General Review | |
15 | Review of the Semester | |
16 | Review of the Semester |
Course Notes/Textbooks | |
Suggested Readings/Materials |
EVALUATION SYSTEM
Semester Activities | Number | Weigthing |
Participation | ||
Laboratory / Application | ||
Field Work | ||
Quizzes / Studio Critiques |
1
|
15
|
Portfolio | ||
Homework / Assignments |
2
|
20
|
Presentation / Jury | ||
Project | ||
Seminar / Workshop | ||
Oral Exams | ||
Midterm |
2
|
30
|
Final Exam |
1
|
35
|
Total |
Weighting of Semester Activities on the Final Grade |
4
|
65
|
Weighting of End-of-Semester Activities on the Final Grade |
1
|
35
|
Total |
ECTS / WORKLOAD TABLE
Semester Activities | Number | Duration (Hours) | Workload |
---|---|---|---|
Theoretical Course Hours (Including exam week: 16 x total hours) |
16
|
3
|
48
|
Laboratory / Application Hours (Including exam week: '.16.' x total hours) |
16
|
0
|
|
Study Hours Out of Class |
0
|
||
Field Work |
1
|
11
|
11
|
Quizzes / Studio Critiques |
1
|
0
|
|
Portfolio |
0
|
||
Homework / Assignments |
0
|
||
Presentation / Jury |
0
|
||
Project |
0
|
||
Seminar / Workshop |
0
|
||
Oral Exam |
0
|
||
Midterms |
2
|
20
|
40
|
Final Exam |
1
|
30
|
30
|
Total |
129
|
COURSE LEARNING OUTCOMES AND PROGRAM QUALIFICATIONS RELATIONSHIP
#
|
Program Competencies/Outcomes |
* Contribution Level
|
||||
1
|
2
|
3
|
4
|
5
|
||
1 | To be able to have a grasp of basic mathematics, applied mathematics or theories and applications of statistics. |
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2 | To be able to use advanced theoretical and applied knowledge, interpret and evaluate data, define and analyze problems, develop solutions based on research and proofs by using acquired advanced knowledge and skills within the fields of mathematics or statistics. |
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3 | To be able to apply mathematics or statistics in real life phenomena with interdisciplinary approach and discover their potentials. |
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4 | To be able to evaluate the knowledge and skills acquired at an advanced level in the field with a critical approach and develop positive attitude towards lifelong learning. |
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5 | To be able to share the ideas and solution proposals to problems on issues in the field with professionals, non-professionals. |
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6 | To be able to take responsibility both as a team member or individual in order to solve unexpected complex problems faced within the implementations in the field, planning and managing activities towards the development of subordinates in the framework of a project. |
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7 | To be able to use informatics and communication technologies with at least a minimum level of European Computer Driving License Advanced Level software knowledge. |
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8 | To be able to act in accordance with social, scientific, cultural and ethical values on the stages of gathering, implementation and release of the results of data related to the field. |
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9 | To be able to possess sufficient consciousness about the issues of universality of social rights, social justice, quality, cultural values and also environmental protection, worker's health and security. |
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10 | To be able to connect concrete events and transfer solutions, collect data, analyze and interpret results using scientific methods and having a way of abstract thinking. |
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11 | To be able to collect data in the areas of Mathematics or Statistics and communicate with colleagues in a foreign language. |
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12 | To be able to speak a second foreign language at a medium level of fluency efficiently. |
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13 | To be able to relate the knowledge accumulated throughout the human history to their field of expertise. |
*1 Lowest, 2 Low, 3 Average, 4 High, 5 Highest
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