Code |
Name of the Course Unit |
Semester |
In-Class Hours (T+P) |
Credit |
ECTS Credit |
IMP255 |
TEMEL STRÜKTÜR VE YAPI BİLGİSİ |
3 |
3 |
3 |
5 |
GENERAL INFORMATION |
Language of Instruction : |
Türkçe |
Level of the Course Unit : |
ÖNLİSANS, TYY: + 5.Düzey, EQF-LLL: 5.Düzey, QF-EHEA: Kısa Düzey |
Type of the Course : |
Zorunlu |
Mode of Delivery of the Course Unit |
- |
Coordinator of the Course Unit |
Öğr.Gör. SELİN RÜYA ÇAKIR |
Instructor(s) of the Course Unit |
Öğr.Gör. DUYGU ERSOY HOCAMOĞLU |
Course Prerequisite |
No |
OBJECTIVES AND CONTENTS |
Objectives of the Course Unit: |
Yapıların taşıyıcı sistem ve mekansal kuruluşları hakkında bilgi vermek ve bu bilgilerin projelerde kullanılmasını sağlamaktır. |
Contents of the Course Unit: |
Yapı teknolojisi kavramları, yapı ve yapım sistemlerinin sunulması, kullanıcı -çevre- yapı sistemi etkileşimi ve bu bağlamda çevresel etmenler ve yapıdan beklenilen performans özelliklerinin analizi, yapı zemin ilişkisi, yapı alt sistemlerine giriş, yapıda taşıyıcı sistemler, sistem bileşenleri ve yapıları taşıyan strüktürel sistemler, yapı elamanları ve malzemeleri kapsamaktadır. |
KEY LEARNING OUTCOMES OF THE COURSE UNIT (On successful completion of this course unit, students/learners will or will be able to) |
Yapının strüktürel sistemleri hakkında bilgi sahibi olur. |
Dersteki kazanımlarını tasarladıkları projelerde kullanabilir. |
WEEKLY COURSE CONTENTS AND STUDY MATERIALS FOR PRELIMINARY & FURTHER STUDY |
Week |
Preparatory |
Topics(Subjects) |
Method |
1 |
- |
Yapı ve konstrüksiyon bilgisi konu başlıklarının anlatımı |
- |
2 |
- |
Yapı teknolojilerine giriş |
Ders anlatımı ve öğrenci sunumları |
3 |
- |
Temeller (Yüzeysel Temeller) |
Ders anlatımı ve öğrenci sunumları |
4 |
- |
Temeller (Derin Temeller) |
Ders anlatımı ve öğrenci sunumları |
5 |
- |
Betonarme sistem elemanları (Kolonlar-Kirişler- Perdeler) |
Ders anlatımı ve öğrenci sunumları |
6 |
- |
Betonarme sistem elemanları (Döşemeler) |
Ders anlatımı ve öğrenci sunumları |
7 |
- |
Yapı, yapı teknolojileri, temeller ve betonarme sistem elemanlarının konu tekrarı |
Ders anlatımı ve öğrenci sunumları |
8 |
- |
ARA SINAV |
- |
9 |
- |
Bina aksları ve kolon yerleşimi- çizim uygulaması |
Uygulama çalışması ve öğrenci sunumları |
10 |
- |
Teknik gezi |
- |
11 |
- |
Çatılar |
Ders anlatımı ve öğrenci sunumları |
12 |
- |
Merdivenler konu anlatımı |
Ders anlatımı ve öğrenci sunumları |
13 |
- |
Duvarlar konu anlatımı |
Ders anlatımı ve öğrenci sunumları |
14 |
- |
Duvarlar konu anlatımı |
Ders anlatımı ve öğrenci sunumları |
15 |
- |
Genel konu tekrarı |
Ders anlatımı ve öğrenci sunumları |
16 |
- |
FİNAL |
- |
17 |
- |
FİNAL |
- |
SOURCE MATERIALS & RECOMMENDED READING |
Özcan, Köksal, “YAPI”, Özel Basım, Ankara 1990, 267 sayfa. |
Ataman, G. (2007). Hımış Yapının Taşıyıcılık Açısından Karşılaştırmalı Olarak Değerlendirilmesi. [Yüksek Lisans Tezi]. İstanbul Teknik Üniversitesi. |
Berkin, G., Mimarlıkta Malzeme ve Detay, Y.E.M., 2021 |
Kasım, Ç. (2012). Büyük Açıklıklı Yapılarda Çelik Taşıyıcılı Çatı Sistemleri Üzerine Bir İnceleme, Yüksek Lisans tezi. |
Sönmez, A., Özat, S., & Özbek Sönmez, E. İ., (2016). Kamusal Mekanlarda Asma Germe Membran Sistemlerin Kullanımı. Yapı , vol.11, no.420, 148-152. |
Sever, A., (2018), Betonarme Yapıların Genel Özellikleri Ve Tasarım İlkeleri, Yüksek Lisans Tezi, İstanbul Üniversitesi. |
ASSESSMENT |
Assessment & Grading of In-Term Activities |
Number of Activities |
Degree of Contribution (%) |
Description |
Level of Contribution |
0 |
1 |
2 |
3 |
4 |
5 |
CONTRIBUTION OF THE COURSE UNIT TO THE PROGRAMME LEARNING OUTCOMES
KNOWLEDGE |
Theoretical |
|
Programme Learning Outcomes |
Level of Contribution |
0 |
1 |
2 |
3 |
4 |
5 |
1 |
The interior design department educates young and professional people with a 2-year academic education. Those who read a vocational school and later study at a college have excellent equipment. Those who have been educated for 2 years with practical courses that they have seen can become more dominant in technical field with more. From design to marketing, from quality control to production, every field has the opportunity to work. For 2 years, it provides to be a member equipped with technical drawing, basic art, computer design, project preparation, cutting and cutting. In recent years, with the support given to the production, interior design departments have begun to take first place. A wide variety of fields await you in specific departments of the industry. The important thing is that you will take 2 years to train yourself enough in academic education.
|
|
|
|
|
|
5 |
KNOWLEDGE |
Factual |
|
Programme Learning Outcomes |
Level of Contribution |
0 |
1 |
2 |
3 |
4 |
5 |
1 |
Those who want to be an interior design technician; Creative and aesthetic views, interested in fine arts, able to use eyes and hands in coordination, able to perceive colors and shapes in detail, have the ability to draw shapes, be innovative and critically open, able to take responsibility.
|
|
|
|
|
|
5 |
SKILLS |
Cognitive |
|
Programme Learning Outcomes |
Level of Contribution |
0 |
1 |
2 |
3 |
4 |
5 |
1 |
Interior design; Is an associate degree program established with the aim of educating people who can make technical drawings using art and technology to organize interior parts of buildings. Interior design technicians; Determine the changes that need to be done in the room, prepare the plans of the works to be done or interpret the prepared plans and apply them. In addition, electricity, water, etc., They also determine the hardware requirements. By choosing the type and amount of building materials suitable for the place, they make the account of the materials to be used. Interior design technicians draw technical drawings and make original interior designs.
|
|
|
|
|
|
5 |
SKILLS |
Practical |
|
Programme Learning Outcomes |
Level of Contribution |
0 |
1 |
2 |
3 |
4 |
5 |
1 |
The field of art and design is a product of history, culture, which is the foundation of social life. Interior design is also in this area. Today, people develop and use unique designs of their own culture and customs by combining the spaces they live with aesthetics, functionality and technology. Changing consumer needs and requirements; Is increasing the production of '' alternative art and design '' products in the production systems of companies that want to take place in the sector operating in the fields of interior design.
|
|
|
|
|
|
5 |
OCCUPATIONAL |
Autonomy & Responsibility |
|
Programme Learning Outcomes |
Level of Contribution |
0 |
1 |
2 |
3 |
4 |
5 |
1 |
The students have the opportunity to have a successful career in the sector by educating themselves as good designers, they have the opportunity to continue their academic careers and continuing undergraduate education in interior architecture.
|
|
|
|
|
|
5 |
OCCUPATIONAL |
Learning to Learn |
|
Programme Learning Outcomes |
Level of Contribution |
0 |
1 |
2 |
3 |
4 |
5 |
1 |
To be able to develop the technical knowledge, imagination and creativity of those who will contribute to the sector who can receive interior architecture education in the future in the field of decoration.
|
|
|
|
|
|
5 |
OCCUPATIONAL |
Communication & Social |
|
Programme Learning Outcomes |
Level of Contribution |
0 |
1 |
2 |
3 |
4 |
5 |
1 |
The aim of this program is; To meet the designer workforce needs in businesses and offices. The lack of designers in our country has left many sectors face to face with the problem of branding. The designer problem is a common problem in many sectors and there is a great shortage of technical personnel. Therefore, students who will graduate will not have employment problems.
|
|
|
|
|
|
5 |
OCCUPATIONAL |
Occupational and/or Vocational |
|
Programme Learning Outcomes |
Level of Contribution |
0 |
1 |
2 |
3 |
4 |
5 |
1 |
To train students at the level of associate degree equipped with the appropriate professional knowledge and to carry out the researches made by the academic staff of the department and nationwide, it is aimed to educate the designers in the businesses which are lacking in qualifications. Looking at the examples in the world, Interior Design is regarded as an ideal program for students with career plans in the 21st Century.
|
|
|
|
|
|
5 |
WORKLOAD & ECTS CREDITS OF THE COURSE UNIT |
Workload for Learning & Teaching Activities |
Type of the Learning Activites |
Learning Activities (# of week) |
Duration (hours, h) |
Workload (h) |
Ders |
14 |
3 |
42 |
Derse Ön Hazırlık ve Ders Sonrası Pekiştirme |
14 |
3 |
42 |
Arazi Çalışması |
0 |
0 |
0 |
Grup Çalışması / Ödevi |
0 |
0 |
0 |
Laboratuvar |
0 |
0 |
0 |
Okuma |
0 |
0 |
0 |
Ödev |
1 |
6 |
6 |
Proje Hazırlama |
0 |
0 |
0 |
Seminer |
0 |
0 |
0 |
Staj |
0 |
0 |
0 |
Teknik Gezi |
1 |
8 |
8 |
Web Tab. Öğrenme |
0 |
0 |
0 |
Uygulama |
1 |
3 |
3 |
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 |
10 |
10 |
Ara Sınav |
1 |
1 |
1 |
Ara Sınav Hazırlığı |
1 |
10 |
10 |
Kısa Sınav |
0 |
0 |
0 |
Kısa Sınav Hazırlığı |
0 |
0 |
0 |
TOPLAM |
35 |
0 |
123 |
|
Total Workload of the Course Unit |
123 |
|
|
Workload (h) / 25.5 |
4,8 |
|
|
ECTS Credits allocated for the Course Unit |
5,0 |
|