SCHOOL OF APPLIED MANAGEMENT SCIENCES
Gastronomy and Culinary Arts Program
SOCIAL MEDIA
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
|
|||||
| 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 | Successfully applies theoretical and practical knowledge and skills in Gastronomy and Culinary Arts |
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| 2 | Carries best practices in terms of work and food security, safety and hygiene in food production |
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| 3 | Appreciates, evaluates and makes decisions regarding to visual, textual and nutritional data with respect to food production and presentation |
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| 4 | Recognizes and evaluates the impact of gastronomy on culture and society |
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| 5 | Assumes responsibility for solving complex problems that may occur in the field of Gastronomy and Culinary Arts, both individually and as a team member |
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| 6 | Evaluates the knowledge and skills acquired in the field of Gastronomy and Culinary Arts with a critical approach and effectively communicate their ideas and suggestions for solutions in written and oral form. |
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| 7 | Possesses necessary knowledge and skills in relevant fields such as gastronomy, design, law and management and effectively apply them to the practice of Culinary Arts |
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| 8 | Uses the technological tools related to Gastronomy and Culinary Arts effectively |
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| 9 | Updates and improve the knowledge, skills and competencies related to Gastronomy and Culinary Arts with lifelong learning awareness and sustainability with an ethical approach |
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| 10 | Collects data in the areas of Gastronomy and Culinary Arts and communicate with colleagues in a foreign language. (European Language Portfolio Global Scale”, Level B1) |
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| 11 | Speaks a second foreign at a medium level of fluency efficiently |
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| 12 | Relates the knowledge gained through the history of humanity to the field of expertise |
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*1 Lowest, 2 Low, 3 Average, 4 High, 5 Highest
SOCIAL MEDIA
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