| Course Description |
|
| Course Name |
: |
Fruit and Grape Growing |
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| Course Code |
: |
BKP210 |
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| Course Type |
: |
Compulsory |
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| Level of Course |
: |
First Cycle |
|
| Year of Study |
: |
2 |
|
| Course Semester |
: |
Spring (16 Weeks) |
|
| ECTS |
: |
4 |
|
| Name of Lecturer(s) |
: |
Assoc.Prof.Dr. SERPİL GÖK TANGOLAR
|
|
| Learning Outcomes of the Course |
: |
Knows the basic concepts of fruit growing and viticulture
Knows the some growing techniques of fruits and grapes
Establish orchards and Vineyard.
Knows the propagation of fruits and grapes
|
|
| Mode of Delivery |
: |
Face-to-Face |
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| Prerequisites and Co-Prerequisites |
: |
None |
|
| Recommended Optional Programme Components |
: |
None |
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| Aim(s) of Course |
: |
To teach some principles and concepts of fruit growing and viticulture, fruit and grape species and varieties, fruit and grape growing area and production in the world and in Turkey, some factors affecting the fruit and grape growing.
|
|
| Course Contents |
: |
Some principles and concepts of fruit growing and viticulture, fruit and grape species and varieties, fruit and grape growing area and production in the world and in Turkey, factors affecting the fruit and grape growing.
|
|
| Language of Instruction |
: |
Turkish |
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| Work Place |
: |
Clasrooms of Plant Protection Department of Faculty of Agriculture, University of Cukurova |
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Course Outline /Schedule (Weekly) Planned Learning Activities |
| Week | Subject | Student's Preliminary Work | Learning Activities and Teaching Methods |
|
1 |
Content of lesson, fruit growing in Turkey and in the world
|
Reading of the papers about the lecture. |
Straight narrative technique, power point presentation and discussion. |
|
2 |
Fruit trading in Turkey and in the World.
|
Reading of the papers about the lecture. |
Straight narrative technique, power point presentation and discussion. |
|
3 |
Fruit growing regions and their characteristics of Turkey.
|
Reading of the papers about the lecture. |
Straight narrative technique, power point presentation and discussion. |
|
4 |
General classification of fruits
|
Reading of the papers about the lecture. |
Straight narrative technique, power point presentation and discussion. |
|
5 |
Flower bud formation, resting and flowering in fruit trees,
|
Reading of the papers about the lecture. |
Straight narrative technique, power point presentation and discussion. |
|
6 |
Pollination, fertilisation, fruit set, periodicity in fruit trees
|
Reading of the papers about the lecture. |
Straight narrative technique, power point presentation and discussion. |
|
7 |
Propagation of fruit trees
|
Reading of the papers about the lecture. |
Straight narrative technique, power point presentation and discussion. |
|
8 |
Establisment of fruit orchards
Pruning of fruit tress
|
Reading of the papers about the lecture. |
Straight narrative technique, power point presentation and discussion. |
|
9 |
Mid-term exam |
Preparation to mid-term exam. |
Written examination |
|
10 |
History of viticulture and geographical distrubition of vines
|
Reading of the papers about the lecture. |
Straight narrative technique, power point presentation and discussion. |
|
11 |
Turkey viticulture, commercial classification of grapes, nutritional value of grapes
|
Reading of the papers about the lecture. |
Straight narrative technique, power point presentation and discussion. |
|
12 |
Morphology of the vine: Root and shoot system of the vine |
Reading of the papers about the lecture. |
Straight narrative technique, power point presentation and discussion. |
|
13 |
Ecological requirements of the vine |
Reading of the papers about the lecture. |
Straight narrative technique, power point presentation and discussion. |
|
14 |
Propagation of vines by grafting and cuttings |
Reading of the papers about the lecture. |
Straight narrative technique, power point presentation and discussion. |
|
15 |
2. Mid-term exam |
Preparation to mid-term exam |
Written examination |
|
16/17 |
Final exam |
Preparation to final exam. |
Written examination |
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| Contribution of the Course to Key Learning Outcomes |
| # | Key Learning Outcome | Contribution* |
|
1 |
Gain the sufficient equipment to determine the challenges about the diseases, pests and weeds in plant health and identify those agents. |
1 |
|
2 |
Decide to the best and economic strategy by using knowledge to solve the challenges in plant protection and keep safe the protection of natural and sustainable sources. |
2 |
|
3 |
Gain the ability to communicate with farmers and organizations dealing with agriculture and be able to teach his professionals to them |
3 |
|
4 |
Provides to apply practical control strategies safely and interpret the results; prescribe the pesticides in case of using chemical control. |
2 |
|
5 |
Obtain the skill to choose and use modern technical tools in plant protection. |
1 |
|
6 |
Skills on using a laboratory, identifying of the diseases, pests or weeds in laboratory conditions, analyzing, determination and interpret of the results and prepare reports. |
2 |
|
7 |
Acqure the competence to be respectful to the professional ethics, to understand the plant protection challenges within the legal legislations and improve strategies to cope with them |
2 |
|
8 |
Easily reaches to information on plant protection by using qualified Technologies and combine them with its knowledge to prepare written or oral presentations. |
3 |
|
9 |
Gain the skills to catch and analyze the basic methods of the scientific researches |
2 |
|
10 |
Gain the ability to work lonely or with a team, responsibility in professional ethics and safety in applications. |
4 |
|
11 |
Learn the basic plant protection topics such as biology, ecology, systematic, control strategies of agents causing economical losses in cultivation |
3 |
|
12 |
Students have the sufficient knowledge about agricultural engineering in general and also, plant protection area in private |
2 |
|
13 |
Professional development in accordance with their interests and abilities, as well as the scientific, cultural, artistic and social fields, constantly improves itself by identifying training needs |
3 |
| * Contribution levels are between 0 (not) and 5 (maximum). |
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