| Kodu | Dersin Adı | Yarıyıl | Süresi(T+U) | Kredisi | AKTS Kredisi |
|---|---|---|---|---|---|
| ARC221 | BUILDING MATERIALS I | 3 | 3 | 3 | 3 |
DERS BİLGİLERİ |
|
|---|---|
| Dersin Öğretim Dili : | İngilizce |
| Dersin Düzeyi | LİSANS, TYY: + 6.Düzey, EQF-LLL: 6.Düzey, QF-EHEA: 1.Düzey |
| Dersin Türü | Zorunlu |
| Dersin Veriliş Şekli | - |
| Dersin Koordinatörü | Doç.Dr. İLKE CİRİTCİ |
| Dersi Veren Öğretim Üyesi/Öğretim Görevlisi | Dr.Öğr.Üyesi NEVZAT ÖMER SAATCIOĞLU |
| Ders Ön Koşulu | Yok |
AMAÇ VE İÇERİK |
|
|---|---|
| Amaç: | Yapı malzemeleri dersi ile yapı malzemelerinin temel özelliklerini, üretim şekillerini ve mimaride kullanım yerlerini tanıtmak amaçlanmaktadır. |
| İçerik: | Bu derste yapının tasarım ve malzeme ile ilişkisi kurulur. Yapı içerisinde konfor koşulları için gerekli olan yalıtım malzemeleri incelenir. Öğrencilerin yapı bileşen ve elemanlarını oluşturan farklı malzemeleri ve özelliklerini inceleyerek çeşitli katmanlar arasındaki ilişkiyi öğrenmeleri hedeflenmektedir. |
DERSİN ÖĞRENME ÇIKTILARI (Öğrenciler, bu dersi başarı ile tamamladıklarında aşağıda belirtilen bilgi, beceri ve/veya yetkinlikleri gösterirler.) |
|---|
| Malzeme detay ilişkisini anlar, |
| Yapı malzemelerinin; üretimlerinden kullanımlarına kadar, yapılarını ve özelliklerini öğrenir, |
| Yapı ürünleri seçimi sürecinde karar verir, |
| Uygulama için uygun ve ekonomik malzemeyi seçebilir. |
HAFTALIK DERS KONULARI VE ÖNGÖRÜLEN HAZIRLIK ÇALIŞMALARI |
|||
|---|---|---|---|
| Hafta | Ön Hazırlık | Konular | Yöntem |
| 1 | - | Yapı-malzeme-tasarım ilişkileri | - |
| 2 | - | Malzemelerin gruplandırılması | - |
| 3 | - | Malzemelerin temel özellikleri | - |
| 4 | - | Bağlayıcı malzemeler (alçı, kireç, çimento) | - |
| 5 | - | Beton malzeme özellikleri | - |
| 6 | - | Çelik malzeme özellikleri | - |
| 7 | - | Ahşap malzeme özellikleri | - |
| 8 | - | ARA SINAV | - |
| 9 | - | Kerpiç malzeme özellikleri | - |
| 10 | - | Doğal taş malzeme özellikleri | - |
| 11 | - | Pişmiş toprak ve seramik yapı malzeme özellikleri | - |
| 12 | - | Yapay taş malzeme özellikleri | - |
| 13 | - | Cam malzeme özellikleri | - |
| 14 | - | Genel değerlendirme | - |
| 15 | - | Genel değerlendirme | - |
| 16 | - | FİNAL | - |
| 17 | - | FİNAL | - |
KAYNAKLAR |
|---|
| Rosen, H.J., Heineman, T., “Architectural Materials for Construction”, McGraw-Hill Inc., NY, 1996 |
| Yapı Fiziği ve Malzemesi, Eriç, M., Literatür Yayıncılık |
| Yapı Elemanı Tasarımında Malzeme, N.Toydemir, E.Gürdal,L.Tanaçan, ,Literatür yayınevi |
| Yapı Malzemesi I – II, Şimşek, O., , Beta Basım Yayım |
ÖLÇME VE DEĞERLENDİRME |
|||
|---|---|---|---|
| Yarıyıl İçi Yapılan Çalışmaların Ölçme ve Değerlendirmesi | Etkinlik Sayısı | Katkı Yüzdesi | Açıklama |
| (0) Etkisiz | (1) En Düşük | (2) Düşük | (3) Orta | (4) İyi | (5) Çok İyi |
|---|---|---|---|---|---|
| 0 | 1 | 2 | 3 | 4 | 5 |
| KNOWLEDGE | |||||||
|---|---|---|---|---|---|---|---|
| Theoretical | |||||||
| Program Yeterlilikleri/Çıktıları | Katkı Düzeyi | ||||||
| 0 | 1 | 2 | 3 | 4 | 5 | ||
| 1 |
With the architectural education, students will gain the advanced theoretical and practical knowledge, which are supported by educational sources containing current information, and also be able to discuss and evaluate physical composition systems and methods.
|
5 | |||||
| 2 |
With the architectural education, students will gain the advanced theoretical and practical knowledge, which are supported by educational sources containing current information, and also be able to discuss and evaluate physical composition systems and methods.
|
5 | |||||
| 3 |
With the architectural education, students will gain the advanced theoretical and practical knowledge, which are supported by educational sources containing current information, and also be able to discuss and evaluate physical composition systems and methods.
|
2 | |||||
| 4 |
With the architectural education, students will gain the advanced theoretical and practical knowledge, which are supported by educational sources containing current information, and also be able to discuss and evaluate physical composition systems and methods.
|
5 | |||||
| KNOWLEDGE | |||||||
|---|---|---|---|---|---|---|---|
| Factual | |||||||
| Program Yeterlilikleri/Çıktıları | Katkı Düzeyi | ||||||
| 0 | 1 | 2 | 3 | 4 | 5 | ||
| 1 |
They will have the comprehension and knowledge in relation to scientific, IT, aesthetic, art and historical and cultural infrastructure in the field of architecture.
|
0 | |||||
| 2 |
They will have the comprehension and knowledge in relation to scientific, IT, aesthetic, art and historical and cultural infrastructure in the field of architecture.
|
0 | |||||
| 3 |
They will have the comprehension and knowledge in relation to scientific, IT, aesthetic, art and historical and cultural infrastructure in the field of architecture.
|
0 | |||||
| 4 |
They will have the comprehension and knowledge in relation to scientific, IT, aesthetic, art and historical and cultural infrastructure in the field of architecture.
|
0 | |||||
| SKILLS | |||||||
|---|---|---|---|---|---|---|---|
| Cognitive | |||||||
| Program Yeterlilikleri/Çıktıları | Katkı Düzeyi | ||||||
| 0 | 1 | 2 | 3 | 4 | 5 | ||
| 1 |
They will be able to apply the theoretical knowledge and applications gained in the programme in their working life.
|
5 | |||||
| 2 |
They will be able to apply the theoretical knowledge and applications gained in the programme in their working life.
|
5 | |||||
| 3 |
They will be able to apply the theoretical knowledge and applications gained in the programme in their working life.
|
5 | |||||
| 4 |
They will be able to apply the theoretical knowledge and applications gained in the programme in their working life.
|
5 | |||||
| SKILLS | |||||||
|---|---|---|---|---|---|---|---|
| Practical | |||||||
| Program Yeterlilikleri/Çıktıları | Katkı Düzeyi | ||||||
| 0 | 1 | 2 | 3 | 4 | 5 | ||
| 1 |
They will interpret and evaluate the environmental conditions required for architectural design by using their advanced knowledge and skills gained through the programme and they will also develop their ability to present their ideas and thoughts adequately in projects.
|
0 | |||||
| 2 |
They will interpret and evaluate the environmental conditions required for architectural design by using their advanced knowledge and skills gained through the programme and they will also develop their ability to present their ideas and thoughts adequately in projects.
|
0 | |||||
| 3 |
They will interpret and evaluate the environmental conditions required for architectural design by using their advanced knowledge and skills gained through the programme and they will also develop their ability to present their ideas and thoughts adequately in projects.
|
0 | |||||
| 4 |
They will interpret and evaluate the environmental conditions required for architectural design by using their advanced knowledge and skills gained through the programme and they will also develop their ability to present their ideas and thoughts adequately in projects.
|
0 | |||||
| OCCUPATIONAL | |||||||
|---|---|---|---|---|---|---|---|
| Autonomy & Responsibility | |||||||
| Program Yeterlilikleri/Çıktıları | Katkı Düzeyi | ||||||
| 0 | 1 | 2 | 3 | 4 | 5 | ||
| 1 |
They can work independently both in architectural education and its related fields.
|
0 | |||||
| 2 |
They can work independently both in architectural education and its related fields.
|
0 | |||||
| 3 |
They can work independently both in architectural education and its related fields.
|
0 | |||||
| 4 |
They can work independently both in architectural education and its related fields.
|
0 | |||||
| 5 |
They will take on responsibility individually or as a group member in order to solve unforeseen problems faced in the production field of architecture discipline.
|
0 | |||||
| 6 |
They will take on responsibility individually or as a group member in order to solve unforeseen problems faced in the production field of architecture discipline.
|
0 | |||||
| 7 |
They will take on responsibility individually or as a group member in order to solve unforeseen problems faced in the production field of architecture discipline.
|
0 | |||||
| 8 |
They will take on responsibility individually or as a group member in order to solve unforeseen problems faced in the production field of architecture discipline.
|
0 | |||||
| 9 |
They will plan and manage activities with regards to professional development of the staff working under their responsibility in the production field of architecture discipline.
|
0 | |||||
| 10 |
They will plan and manage activities with regards to professional development of the staff working under their responsibility in the production field of architecture discipline.
|
0 | |||||
| 11 |
They will plan and manage activities with regards to professional development of the staff working under their responsibility in the production field of architecture discipline.
|
0 | |||||
| 12 |
They will plan and manage activities with regards to professional development of the staff working under their responsibility in the production field of architecture discipline.
|
0 | |||||
| OCCUPATIONAL | |||||||
|---|---|---|---|---|---|---|---|
| Learning to Learn | |||||||
| Program Yeterlilikleri/Çıktıları | Katkı Düzeyi | ||||||
| 0 | 1 | 2 | 3 | 4 | 5 | ||
| 1 |
They will make lifetime learning a priority in order to follow recent changes and innovations as necessary in architecture.
|
0 | |||||
| 2 |
They will make lifetime learning a priority in order to follow recent changes and innovations as necessary in architecture.
|
0 | |||||
| 3 |
They will make lifetime learning a priority in order to follow recent changes and innovations as necessary in architecture.
|
0 | |||||
| 4 |
They will make lifetime learning a priority in order to follow recent changes and innovations as necessary in architecture.
|
0 | |||||
| 5 |
They will be able to determine their learning needs during and after their educational life and channel them.
|
0 | |||||
| 6 |
They will be able to determine their learning needs during and after their educational life and channel them.
|
0 | |||||
| 7 |
They will be able to determine their learning needs during and after their educational life and channel them.
|
0 | |||||
| 8 |
They will be able to determine their learning needs during and after their educational life and channel them.
|
0 | |||||
| OCCUPATIONAL | |||||||
|---|---|---|---|---|---|---|---|
| Communication & Social | |||||||
| Program Yeterlilikleri/Çıktıları | Katkı Düzeyi | ||||||
| 0 | 1 | 2 | 3 | 4 | 5 | ||
| 1 |
They will inform individuals and institutions in the field of architectural. They will transfer their thoughts regarding architectural projects and problems using written, oral and presentation methods.
|
0 | |||||
| 2 |
They will inform individuals and institutions in the field of architectural. They will transfer their thoughts regarding architectural projects and problems using written, oral and presentation methods.
|
0 | |||||
| 3 |
They will inform individuals and institutions in the field of architectural. They will transfer their thoughts regarding architectural projects and problems using written, oral and presentation methods.
|
0 | |||||
| 4 |
They will inform individuals and institutions in the field of architectural. They will transfer their thoughts regarding architectural projects and problems using written, oral and presentation methods.
|
0 | |||||
| 5 |
They will share their thoughts and solution suggestions with professionals and non-professionals related to the field of architecture by supporting it with quantitative and qualitative data.
|
0 | |||||
| 6 |
They will share their thoughts and solution suggestions with professionals and non-professionals related to the field of architecture by supporting it with quantitative and qualitative data.
|
0 | |||||
| 7 |
They will share their thoughts and solution suggestions with professionals and non-professionals related to the field of architecture by supporting it with quantitative and qualitative data.
|
0 | |||||
| 8 |
They will share their thoughts and solution suggestions with professionals and non-professionals related to the field of architecture by supporting it with quantitative and qualitative data.
|
0 | |||||
| 9 |
They will organise activities regarding social environment with social awareness and they will take an effective role.
|
0 | |||||
| 10 |
They will organise activities regarding social environment with social awareness and they will take an effective role.
|
0 | |||||
| 11 |
They will organise activities regarding social environment with social awareness and they will take an effective role.
|
0 | |||||
| 12 |
They will organise activities regarding social environment with social awareness and they will take an effective role.
|
0 | |||||
| 13 |
They will be able to use information technology effectively in the field of architecture.
|
0 | |||||
| 14 |
They will be able to use information technology effectively in the field of architecture.
|
0 | |||||
| 15 |
They will be able to use information technology effectively in the field of architecture.
|
0 | |||||
| 16 |
They will be able to use information technology effectively in the field of architecture.
|
0 | |||||
| OCCUPATIONAL | |||||||
|---|---|---|---|---|---|---|---|
| Occupational and/or Vocational | |||||||
| Program Yeterlilikleri/Çıktıları | Katkı Düzeyi | ||||||
| 0 | 1 | 2 | 3 | 4 | 5 | ||
| 1 |
They will act appropriately in the context of social, scientific and ethic values in all phases of architectural planning process including collecting and evaluating data, producing and implementing projects.
|
0 | |||||
| 2 |
They will act appropriately in the context of social, scientific and ethic values in all phases of architectural planning process including collecting and evaluating data, producing and implementing projects.
|
0 | |||||
| 3 |
They will act appropriately in the context of social, scientific and ethic values in all phases of architectural planning process including collecting and evaluating data, producing and implementing projects.
|
0 | |||||
| 4 |
They will act appropriately in the context of social, scientific and ethic values in all phases of architectural planning process including collecting and evaluating data, producing and implementing projects.
|
0 | |||||
| 5 |
They will take part in construction management in the context of authority and responsibility. They will also have adequate awareness of environment protection and health and occupational safety issues.
|
0 | |||||
| 6 |
They will take part in construction management in the context of authority and responsibility. They will also have adequate awareness of environment protection and health and occupational safety issues.
|
0 | |||||
| 7 |
They will take part in construction management in the context of authority and responsibility. They will also have adequate awareness of environment protection and health and occupational safety issues.
|
0 | |||||
| 8 |
They will take part in construction management in the context of authority and responsibility. They will also have adequate awareness of environment protection and health and occupational safety issues.
|
0 | |||||
DERSİN İŞ YÜKÜ VE AKTS KREDİSİ |
|||
|---|---|---|---|
| Öğrenme-Öğretme Etkinlikleri İş Yükü | |||
| Öğrenme-Öğretme Etkinlikleri | Etkinlik(hafta sayısı) | Süresi(saat sayısı) | Toplam İş Yükü |
| Ders | 14 | 3 | 42 |
| Derse Ön Hazırlık ve Ders Sonrası Pekiştirme | 0 | 0 | 0 |
| Arazi Çalışması | 0 | 0 | 0 |
| Grup Çalışması / Ödevi | 0 | 0 | 0 |
| Laboratuvar | 0 | 0 | 0 |
| Okuma | 0 | 0 | 0 |
| Ödev | 0 | 0 | 0 |
| Proje Hazırlama | 0 | 0 | 0 |
| Seminer | 0 | 0 | 0 |
| Staj | 0 | 0 | 0 |
| Teknik Gezi | 0 | 0 | 0 |
| Web Tab. Öğrenme | 0 | 0 | 0 |
| Uygulama | 0 | 0 | 0 |
| Yerinde Uygulama | 0 | 0 | 0 |
| Mesleki Faaliyet | 0 | 0 | 0 |
| Sosyal Faaliyet | 0 | 0 | 0 |
| Tez Hazırlama | 0 | 0 | 0 |
| Alan Çalışması | 0 | 0 | 0 |
| Rapor Yazma | 0 | 0 | 0 |
| Final Sınavı | 1 | 1 | 1 |
| Final Sınavı Hazırlığı | 1 | 15 | 15 |
| Ara Sınav | 1 | 1 | 1 |
| Ara Sınav Hazırlığı | 1 | 12 | 12 |
| Kısa Sınav | 0 | 0 | 0 |
| Kısa Sınav Hazırlığı | 0 | 0 | 0 |
| TOPLAM | 18 | 0 | 71 |
| Genel Toplam | 71 | ||
| Toplam İş Yükü / 25.5 | 2,8 | ||
| Dersin AKTS(ECTS) Kredisi | 3,0 |