Information Package / Course Catalogue
| Psychology | |||||
| Bachelor | Length of the Programme: 4 | Number of Credits: 240 | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF: Level 6 |
Ders Genel Tanıtım Bilgileri
| School/Faculty/Institute | Faculty of Education | ||||||||
| Course Code | MATH 132 | ||||||||
| Course Title in English | Geometry | ||||||||
| Course Title in Turkish | Geometry | ||||||||
| Language of Instruction | EN | ||||||||
| Type of Course | Flipped Classroom | ||||||||
| Level of Course | Seçiniz | ||||||||
| Semester | Spring | ||||||||
| Contact Hours per Week |
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| Estimated Student Workload | 120 hours per semester | ||||||||
| Number of Credits | 5 ECTS | ||||||||
| Grading Mode | Standard Letter Grade | ||||||||
| Pre-requisites | None | ||||||||
| Expected Prior Knowledge | All students are expected to know enough English to learn and discuss the topics. | ||||||||
| Co-requisites | None | ||||||||
| Registration Restrictions | Only Undergraduate Students | ||||||||
| Overall Educational Objective | Students will be able to use logical reasoning in understanding and proving geometric proofs and therefore improve their abstract thinking. | ||||||||
| Course Description | Lines, angles, triangles, methods of proof, congruent triangles, parallel lines, distance, angle sums, quadrilaterals, circles, similarity, regular polygons, constructions, transformations, solid geometry, non-Euclidean geometry. | ||||||||
| Course Description in Turkish | Doğru, açılar, üçgenler, geometride kanıt yöntemleri, eş üçgenler, paralel doğrular, uzaklık, açı toplamı, dörtgenler, daireler, benzer üçgenler, düzgün poligonlar, yapılandırmalar, transformasyonlar, katı cisimler geometrisi, Öklit dışı geometriler. |
Course Learning Outcomes and CompetencesUpon successful completion of the course, the learner is expected to be able to:1) Students will be able to understand and apply the properties of lines, angles, triangles, polygons, circles planes, and solid figures. 2) Students will be able to develop awareness of recent applications of geometry and how it connects to nature and art. 3) Demonstrate knowledge in various areas of mathematics (such as analysis, algebra, linear algebra, geometry, topology, mathematical modeling, statistics and probability, differential equations) and nature of science and mathematics. 4) Display knowledge and skills in developing programs, teaching technologies and materials in order to teach mathematics in effective and meaningful ways based on student needs. 5) Evaluate and assess students’ individual developmental paths, difficulties in understanding mathematics in multiple ways and use assessment results in improving teaching and learning. 6) Have an awareness of students’ social, cultural, economic and cognitive differences and plan the lessons and activities based on this awareness. 7) Collaborate and respectively communicate with colleagues and student parents such that students learn mathematics in best ways and at the same time feel happy and safe. Work effectively within teams of their own discipline and multi-disciplinary as well as take individual responsibility when they work alone. 8) Have awareness of need for life-long learning. Access information and following developments in education, science and technology. Display skills of solving problems related to their field, renew and improve themselves and critically analyze and question their own work. Use information technologies in effective ways. 9) Display knowledge in national culture and history as well as international cultures and recognize their richness. Have awareness of and participate to developments in society, culture, arts and technology. |
| Program Learning Outcomes/Course Learning Outcomes | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 |
|---|---|---|---|---|---|---|---|---|---|
| 1) Thorough knowledge of the major concepts, theoretical perspectives, empirical findings, and historical trends in psychology. | |||||||||
| 2) Understanding of and ability to apply essential research methods in psychology, including research design, data analysis, and data interpretation. | |||||||||
| 3) Competence to use critical and creative thinking, skeptical inquiry and a scientific approach to solving problems related to behavior and mental processes. | |||||||||
| 4) Understanding and ability to apply psychological principles, skills and values in personal, social, and organizational contexts. | |||||||||
| 5) Ability to weigh evidence, to tolerate ambiguity, and to reflect other values that underpin psychology as a discipline. | |||||||||
| 6) Internalization and dissemination of professional ethical standards. | |||||||||
| 7) Demonstration of competence in information technologies, and the ability to use computer and other technologies for purposes related to the pursuit of knowledge in psychology and the broader social sciences. | |||||||||
| 8) Skills to communicate the knowledge of psychological science effectively, in a variety of formats, in both Turkish and in English (in English, at least CEFR B2 level). | |||||||||
| 9) Recognition, understanding, and respect for the complexity of sociocultural and international diversity. | |||||||||
| 10) Recognition for the need for, and the skills to pursue, lifelong learning, inquiry, and self-improvement. | |||||||||
| 11) Ability to formulate critical hypotheses based on psychological theory and literature, and design studies to test those hypotheses. | |||||||||
| 12) Ability to acquire knowledge independently, and to plan one’s own learning. | |||||||||
| 13) Demonstration of advanced competence in the clarity and composition of written work and presentations. |
Relation to Program Outcomes and Competences
| N None | S Supportive | H Highly Related |
| Program Outcomes and Competences | Level | Assessed by | |
| 1) | Thorough knowledge of the major concepts, theoretical perspectives, empirical findings, and historical trends in psychology. | N | |
| 2) | Understanding of and ability to apply essential research methods in psychology, including research design, data analysis, and data interpretation. | N | |
| 3) | Competence to use critical and creative thinking, skeptical inquiry and a scientific approach to solving problems related to behavior and mental processes. | H | Exam,HW,Participation |
| 4) | Understanding and ability to apply psychological principles, skills and values in personal, social, and organizational contexts. | N | |
| 5) | Ability to weigh evidence, to tolerate ambiguity, and to reflect other values that underpin psychology as a discipline. | N | |
| 6) | Internalization and dissemination of professional ethical standards. | N | |
| 7) | Demonstration of competence in information technologies, and the ability to use computer and other technologies for purposes related to the pursuit of knowledge in psychology and the broader social sciences. | N | |
| 8) | Skills to communicate the knowledge of psychological science effectively, in a variety of formats, in both Turkish and in English (in English, at least CEFR B2 level). | N | |
| 9) | Recognition, understanding, and respect for the complexity of sociocultural and international diversity. | S | Participation |
| 10) | Recognition for the need for, and the skills to pursue, lifelong learning, inquiry, and self-improvement. | S | HW,Participation |
| 11) | Ability to formulate critical hypotheses based on psychological theory and literature, and design studies to test those hypotheses. | N | |
| 12) | Ability to acquire knowledge independently, and to plan one’s own learning. | S | Exam,HW |
| 13) | Demonstration of advanced competence in the clarity and composition of written work and presentations. | H | Exam,HW |
| Prepared by and Date | RUKİYE DİDEM TAYLAN , |
| Course Coordinator | BENGİ BİRGİLİ |
| Semester | Spring |
| Name of Instructor | Prof. Dr. RUKİYE DİDEM TAYLAN |
Course Contents
| Week | Subject |
| 1) | Brief history of geometry Reasoning and logic Introduction to geometric proof |
| 2) | Points, lines, and planes Using ruler and protractor Euler’s postulates |
| 3) | Parallel lines Special angles Symmetry and transformations |
| 4) | Congruent triangles Isosceles triangles |
| 5) | Basic Constructions Inequalities in a triangle Quiz |
| 6) | Quadrilaterals Properties and definitions of parallelogram, kite, rhombus, square, rectangle and trapezoid. |
| 7) | Similar triangles Proofs involved in similarity Right triangles Pythagorean Theorem |
| 8) | Circles Angle measures in a circle Line segments in a circle |
| 9) | Constructions in a circle History of the value of Midterm |
| 10) | Postulates related to area Perimeter and area of polygons |
| 11) | Circumference and area of circles |
| 12) | Surfaces and solids Area and volume of prisms and pyramids |
| 13) | Surfaces and solids continued. Cylinders, cones and spheres |
| 14) | Brief introduction to Non-Euclidean Geometries |
| 15) | Final Examination Period |
| 16) | Final Examination Period |
| Required/Recommended Readings | Recommended Textbooks: Schaum’s Outlines Geometry McGraw Hill 5th edition | ||||||||||||||||||
| Teaching Methods | Flipped Classroom model will be used while teaching this class. Students will gain first exposure to new course material outside of class, usually via reading or watching lecture videos/audios, and then class time will be used to assimilate that prior mathematical knowledge through problem-solving or classroom discourse. Students will access key course content individually or in small groups prior to class time, generate their questions, underline the points that they find most difficult or hard to understand, and then meet face-to-face within the larger group with similar misunderstandings to explore content through active learning and engagement strategies. Students will take the responsibility of their own learning, and study core content either individually or in groups before class and then apply mathematical knowledge and skills to a range of activities using higher order thinking. Lecturing is still important but there will be a greater focus on gaining significant learning opportunities through facilitating active learning of mathematics, engaging students in the use of mathematical language, guiding learning, correcting misunderstandings and providing timely feedback, etc. In the Flipped Classroom setting, there will be a greater focus on concept exploration, meaning making, and demonstration or application of mathematical knowledge face-to-face. Students are expected to watch the relevant week’s video before attending to the class, and track their progress toward fulfilling the requirements of the course. Expectations for Group Learning: Be actively involved in small-group activities. Keep curious and motivated for learning in different ways. Be willing to collaborate with peers. Be kind and respectful. Come to class prepared (watch the videos before class). | ||||||||||||||||||
| Homework and Projects | The course is of an abstract nature compared to most other courses; comprehension of geometry related arguments and a careful reading of the lecture notes or the textbook are important. It should be noted that an important part of the homework assigned is watching the flipped classroom videos and doing the readings assigned on the Blackboard. This is a study habit that many students are not accustomed to, but is essential to thoroughly understanding the course. | ||||||||||||||||||
| Laboratory Work | None | ||||||||||||||||||
| Computer Use | None | ||||||||||||||||||
| Other Activities | None | ||||||||||||||||||
| Assessment Methods |
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| Course Administration |
tayland@mef.edu.tr Class hours: Monday 10:30-11:50, Thursday 15:30-16:20 Office hours: Monday 14:00 – 15:00 Instructor email address: tayland@mef.edu.tr Attendance is important in this class. Missing five classes will drop the final grade by one full letter grade. For every two classes missed after the five absences, one additional full letter grade will be dropped (a student who is absent 10 classes automatically fails). If you cannot make it to a scheduled quiz/midterm/final exam, contact the instructor BEFORE the exam, or if an emergency, WITHIN 24 HOURS after the exam if you need to schedule a make-up exam. In order to be eligible to enter a make-up exam for a missed exam, students should have a documented or verifiable (e.g., a doctor’s report), and officially acceptable excuse (e.g., physical/psychological damage). It is not possible to make up multiple missed exams. The make-up exam for all exams will be after the final exam, and will include all topics. Date for exams may be subject to change with respect to the academic calendar (i.e., religious/national holidays. Academic Dishonesty/Misbehavior: Any activity that tends to compromise the academic integrity of MEF University or subvert the education process will be punished. Students who commit or assist in committing dishonest acts such as cheating, fabrication, and plagiarism are subject to downgrading (to a failing grade for the test, or other course-related activity/assignment, or for the entire Geometry Course) and/or additional sanctions as described in the Student Code of Conduct at MEF University. |
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ECTS Student Workload Estimation
| Activity | No/Weeks | Hours | Calculation | ||||
| No/Weeks per Semester | Preparing for the Activity | Spent in the Activity Itself | Completing the Activity Requirements | ||||
| Course Hours | 14 | 2 | 3 | 1 | 84 | ||
| Quiz(zes) | 1 | 5 | 1 | 6 | |||
| Midterm(s) | 1 | 10 | 2 | 12 | |||
| Final Examination | 1 | 16 | 2 | 18 | |||
| Total Workload | 120 | ||||||
| Total Workload/25 | 4.8 | ||||||
| ECTS | 5 | ||||||