| Course Description |
|
| Course Name |
: |
228 Alien-invader Species and their Effects on Marine Ecosystem |
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| Course Code |
: |
SUF228 |
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| Course Type |
: |
Optional |
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| Level of Course |
: |
First Cycle |
|
| Year of Study |
: |
2 |
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| Course Semester |
: |
Spring (16 Weeks) |
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| ECTS |
: |
3 |
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| Name of Lecturer(s) |
: |
Assoc.Prof.Dr. CEM ÇEVİK
|
|
| Learning Outcomes of the Course |
: |
Interpret the mechanisms of transport of exotic species
Explain the concept of exotic species
knows the mechanisms of the settlement of the exotic species
Interpret exotic species established in the Mediterranean Sea
Knows the methods of struggle with exotic species
|
|
| Mode of Delivery |
: |
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 to describe general characteristics alien(exotic) and invader species, the main vectors of their introduction and effects of ecosystem |
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| Course Contents |
: |
The formation of oceans and seas. The effects of the distribution of species in this formation,vectors of introduction of exotic species, the opening of the Suez Canal, and Lessepsian migrations, Sensitive areas in the Mediterranean and Black Sea , The effects of exotic species on ecosystem, Eradication methods of exotic species and Exotic species living in the Mediterranean and Turkish waters. |
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| Language of Instruction |
: |
Turkish |
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| Work Place |
: |
Class of Fisheries Faculty |
|
|
Course Outline /Schedule (Weekly) Planned Learning Activities |
| Week | Subject | Student's Preliminary Work | Learning Activities and Teaching Methods |
|
1 |
The formation of oceans and seas. The effects of the distribution of species in this formation |
|
PowerPoint presentation and lecture |
|
2 |
Vectors of introduction of exotic species the opening of the Suez Canal, and Lessepsian migrations
|
Reading related to subject in books |
PowerPoint presentation and lecture |
|
3 |
Sensitive areas in the Mediterranean and Black Sea |
Reading related to subject in books |
PowerPoint presentation and lecture |
|
4 |
The effects of exotic species on ecosystem |
Reading related to subject in books |
PowerPoint presentation and lecture |
|
5 |
Eradication methods of exotic species |
Reading related to subject in books |
PowerPoint presentation and lecture |
|
6 |
Exotic species living in the Mediterranean and Turkish waters: Thallophyta, Protozoa |
Reading related to subject in books |
PowerPoint presentation and lecture |
|
7 |
Exotic species living in the Mediterranean and Turkish waters: Porifera-Annelida |
Reading related to subject in books |
PowerPoint presentation and lecture |
|
8 |
MİD-TERM EXAM |
Studying exam |
|
|
9 |
Exotic species living in the Mediterranean and Turkish waters: Crustacea |
Reading related to subject in books |
PowerPoint presentation and lecture |
|
10 |
Exotic species living in the Mediterranean and Turkish waters: Mollusca |
Reading related to subject in books |
PowerPoint presentation and lecture |
|
11 |
Exotic species living in the Mediterranean and Turkish waters: Mollusca |
Reading related to subject in books |
PowerPoint presentation and lecture |
|
12 |
Exotic species living in the Mediterranean and Turkish waters: Echinodermata |
Reading related to subject in books |
PowerPoint presentation and lecture |
|
13 |
Exotic species living in the Mediterranean and Turkish waters: Pisces |
Reading related to subject in books |
PowerPoint presentation and lecture |
|
14 |
Exotic species living in the Mediterranean and Turkish waters: Pisces |
Reading related to subject in books |
PowerPoint presentation and lecture |
|
15 |
Presentation of homework |
Preparing for homework presentation |
Homework presentation |
|
16/17 |
Final exam |
Studying exam |
|
|
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| Contribution of the Course to Key Learning Outcomes |
| # | Key Learning Outcome | Contribution* |
|
1 |
Using the informatics and communicating technology |
2 |
|
2 |
Gaining competence to determine the current status of aquatic resources and its sustainable use, water pollution and control, and biotechnology areas. |
3 |
|
3 |
Ability to act in accordance with the regulation, social, scientific, cultural, and ethical values on fisheries field |
1 |
|
4 |
Having knowledge on “natural and applied sciences” and “basic engineering”; combination of their theoretical and practical knowledge on fisheries engineering applications. |
4 |
|
5 |
assessment of data scientifically on fisheries engineering, determining and solving the problems |
5 |
|
6 |
Uses theoretical and practical knowledge in the field of fisheries to design; investigates and interprets events and phenomena usig scientific methods and techniques. |
4 |
|
7 |
Collecting data in fisheries science, making the basic experimental studies, evaluating the results, identifying the problems and developing methods of solution |
5 |
|
8 |
Having plan any study related to fisheries science as an individually, managing and consulting |
4 |
|
9 |
Learning the knowledge by the determining learning needs; developing positive attitude towards lifelong learning |
4 |
|
10 |
Communicating oral and written in expertise field, monitoring the seminars and meeting in expertise field, following the foreign language publication |
3 |
|
11 |
Improving life-long learning attitude and using the information to the public interest. |
5 |
|
12 |
Having skills to apply modern techniques and computational tools necessary for engineering applications. |
4 |
|
13 |
Having ability to promote the study about aquaculture techniques by saving the natural environment, fishery diseases, fishing and processing technology, structure of fishery sector, problems and solution of their expertise field |
5 |
|
14 |
Having ability to promote the study about aquaculture techniques by saving the natural environment, fishery diseases, fishing and processing technology, structure of fishery sector, problems and solution of their expertise field |
3 |
|
15 |
Improves constantly itself , as well as professional development scientific, social, cultural and artistic fields according to his/her interests and abilities identifying needs of learning. |
5 |
| * Contribution levels are between 0 (not) and 5 (maximum). |
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