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| Course Description |
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| Course Name |
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History of Soils |
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| Course Code |
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TBB-601 |
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| Course Type |
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Optional |
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| Level of Course |
: |
Second Cycle |
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| Year of Study |
: |
1 |
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| Course Semester |
: |
Fall (16 Weeks) |
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| ECTS |
: |
5 |
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| Name of Lecturer(s) |
: |
Prof.Dr. İBRAHİM ORTAŞ
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| Learning Outcomes of the Course |
: |
Has knowledge about agricultural history
Learns agricultural civilizations
Defines modern soil history and soil science.
Knows the importance of soil and technological advances in agriculture.
Knows the relationship between agriculture and soil.
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| Mode of Delivery |
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Face-to-Face |
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| Prerequisites and Co-Prerequisites |
: |
None |
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| Recommended Optional Programme Components |
: |
None |
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| Aim(s) of Course |
: |
The aim of this course is to give general information about human relation with soil and history of agriculture. |
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| Course Contents |
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The history of soil, the history of agriculture. The agricultural development in Mesopotamia, Egypt and ancient Rome. The earliest irrigation and plough stages. Agricultural developments from ancient tool to modern tools. History of soil science and plant protection
In these courses, history of soil fertility, plant nutrition and soil genesis will be discussed. Also soil development and technological developments in soil will be discussed
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| Language of Instruction |
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Turkish |
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| Work Place |
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class |
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Course Outline /Schedule (Weekly) Planned Learning Activities |
| Week | Subject | Student's Preliminary Work | Learning Activities and Teaching Methods |
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1 |
How man met soil |
None |
Lecture, discussion and case studies |
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2 |
Have the opinions of man about soil changed throughout his evolution?
Has soil completed its evolution?
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None |
Lecture, discussion and case studies |
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3 |
Spiritual and material attitude of man towards soil |
None |
Lecture, discussion and case studies |
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4 |
What is the significance of clay for human? |
None |
Lecture, discussion and case studies |
|
5 |
The effects of clay on basic science |
None |
Lecture, discussion and case studies |
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6 |
The relationship between man´s using clay tablets for writing, using soft material for drawing pictures and soil. |
None |
Lecture, discussion and case studies |
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7 |
Soil cultivation and agricultural civilization |
None |
Lecture, discussion and case studies |
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8 |
Mid-term exam |
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|
9 |
When did the relationship between land and ownership begin?
What is the role of beliefs on land? |
None |
Lecture, discussion and case studies |
|
10 |
Agriculture and soil in the Early/Middle Ages |
None |
Lecture, discussion and case studies |
|
11 |
Relationship between agriculturaland soil in Egypt |
None |
Lecture, discussion and case studies |
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12 |
Soil in Asia and Mesopotamia. Turks and their relationship between soil and agriculture. |
None |
Lecture, discussion and case studies |
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13 |
Soil and agricultural relationship in Europe. |
None |
Lecture, discussion and case studies |
|
14 |
Plant nutrient history |
None |
Lecture, discussion and case studies |
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15 |
The development of modern agricultural soil science, soil science development in Turkey |
None |
Lecture, discussion and case studies |
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16/17 |
Final exam |
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Required Course Resources |
| Resource Type | Resource Name |
| Recommended Course Material(s) |
Hillel, D. 1994. Rivers of Eden. The struggle for Water and the quest for Pease in the Middle East. Oxford University Press. New York.
Krupenikov, I.A., 1993. History of Soil Science. Brookfield. Hillel, D. Rivers of Eden. Oxford University Press. Oxford, and selected list of papers.
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| Required Course Material(s) | |
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Assessment Methods and Assessment Criteria |
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Semester/Year Assessments |
Number |
Contribution Percentage |
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Mid-term Exams (Written, Oral, etc.) |
1 |
80 |
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Homeworks/Projects/Others |
3 |
20 |
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Total |
100 |
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Rate of Semester/Year Assessments to Success |
40 |
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Final Assessments
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100 |
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Rate of Final Assessments to Success
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60 |
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Total |
100 |
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| Contribution of the Course to Key Learning Outcomes |
| # | Key Learning Outcome | Contribution* |
|
1 |
Recognising the principles of ecological farming in terms of sustainable and ecological farming, contributes to the practical use. |
5 |
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2 |
Based on the BSc adequacy, improves in Soil Science and Plant Nutrition at specialist level |
5 |
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3 |
Understands the interactions between Soil Science and Plant Nutrition and other disciplines |
5 |
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4 |
Has abilities to develop and apply new ideas by identifying the taxonomic level of soils according to natural and technical classification systems and provides sustainable uses of soils using theoretical and applied knowledge in this branch and applies them to other engineering branches. |
0 |
|
5 |
Gain perfection and prepare projects in every kinds of soil, plant, fertilizer and water analyses and their interpretations |
0 |
|
6 |
Increases his/her qualification to develop new techniques and ideas for plant nutrients necessary for healthy, high quality and economical plant production and to apply these techniques and ideas in practice. |
0 |
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7 |
Applies his/her knowledge on conservation of soils, protection against each kind of misuse and pollution by recognising the relations between other disciplines. |
0 |
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8 |
To analyse soils, their components or actual processes, to plan them to accomplish the requirements of sustainable agriculture principles by adding information from other branches, plans/applies a new research project which might solve an existing project or makes judgements with existing information |
0 |
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9 |
Has skills to prepare and apply a project including other disciplines and can retrieve information to solve the problems in nutrition of plants grown in every kinds of soil or soilless growth medium |
0 |
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10 |
Creates new projects to use and to develop new technologies, methods and measuring systems in Soil Science and Plant Nutrition discipline, under the scope of scientific, economic and rational uses of agricultural areas |
3 |
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11 |
Conducts a project working effectively as an individual and as a team member to solve problems related to the discipline. |
0 |
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12 |
Identifies the possible and future problems in relation to his/her professional area and takes responsibility to solve them by developing new strategies |
0 |
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13 |
Is able to get access to knowledge searching literature, databases and using other sources effectively. |
5 |
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14 |
Makes a critical evaluation of information retaled to the field and conducts advanced studies independently. |
0 |
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15 |
Transfers the current developments and their own studies to people who may need them by using different tools. |
0 |
|
16 |
Analyzes the social relations and the norms directing these relations in a critical way and takes resposibility to improve them. |
0 |
|
17 |
Can communicate in English written and orally. |
0 |
|
18 |
Develops strategies, policies and application plans in the field and assess the obtained results under the scope of quality processes. |
4 |
|
19 |
Is sensitive about scientific and ethical values during the collection, interpretion and announcement of data related to their subject. Is also capable of teaching and checking them. |
3 |
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20 |
Is able to transfer the information and skills to solve a problem in the field to interdisciplinary studies. |
4 |
| * Contribution levels are between 0 (not) and 5 (maximum). |
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| Student Workload - ECTS |
| Works | Number | Time (Hour) | Total Workload (Hour) |
| Course Related Works |
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Class Time (Exam weeks are excluded) |
14 |
2 |
28 |
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Out of Class Study (Preliminary Work, Practice) |
14 |
2 |
28 |
| Assesment Related Works |
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Homeworks, Projects, Others |
3 |
10 |
30 |
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Mid-term Exams (Written, Oral, etc.) |
1 |
20 |
20 |
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Final Exam |
1 |
20 |
20 |
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Total Workload: | 126 |
| Total Workload / 25 (h): | 5.04 |
| ECTS Credit: | 5 |
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