ANTALYA BİLİM
UNIVERSITY
Course Information Package
| Code | Description |
|---|---|
| LO1 | Explains the chemical structures of water, macronutrients, and other food components found in the structure of foods. |
| LO2 | Explains the principles of physical and chemical reactions that affect food quality. |
| LO3 | Lists the principles of basic analyses related to food. |
| LO4 | Explains the functional properties of macronutrients and food components in food production processes. |
| Week | Content |
|---|---|
| 1 | Solutions |
| 2 | Carbohydrates |
| 3 | Carbohydrates |
| 4 | Proteins |
| 5 | Proteins |
| 6 | Lipids |
| 7 | Lipids |
| 8 | Enzymes |
| 9 | Enzymes |
| 10 | Pigments |
| 11 | Pigments |
| 12 | Flavors |
| 13 | Vegetables and Fruits |
| 14 | Vegetables and Fruits |
| Activity | Count | Duration (Hours) | Total |
|---|---|---|---|
| Attendance | 1 | 42.00 | 42.00 |
| Practice | 1 | 21.00 | 21.00 |
| Laboratory | 1 | 21.00 | 21.00 |
| Pre-Class Individual Study | 1 | 42.00 | 42.00 |
| Post-Prectice Individual Study | 1 | 21.00 | 21.00 |
| Midterm Exam/Preparation | 1 | 4.00 | 4.00 |
| Final Exam/Preparation | 1 | 4.00 | 4.00 |
| Homework | 1 | 21.00 | 21.00 |
| Total Workload (Hours) | 176 | ||
| ECTS Credit (Workload / 25) | 6 | ||
| # | Assessment Type | Contribution (%) |
|---|---|---|
| 1 | Midterm Exam | %30 |
| 2 | Homework | %20 |
| 3 | Final Exam | %50 |
| TOTAL | %100 | |
| PO \ LO |
LO1
|
LO2
|
LO3
|
LO4
|
|---|---|---|---|---|
| PO-1 | ||||
| PO-2 | ||||
| PO-3 | ||||
| PO-4 | ||||
| PO-5 | ||||
| PO-6 | ||||
| PO-7 | ||||
| PO-8 | ||||
| PO-9 |
| # | Method Name | Description | Tools |
|---|---|---|---|
| 1 | Lecture (expository teaching), interactive discussion | Listening and taking notes. | Standard classroom technologies, multimedia tools (projector, computer, digital presentations) |
| 2 | Controversial Course | Listening and comprehension, critical thinking | Standard classroom technologies, multimedia tools, projector, computer, overhead projector |
| 3 | Special Support / Structural Examples | Pre-planned specific skills | |
| 4 | Problem Solving | * Analyzing physical and physiological problems using problem-solving techniques and developing appropriate solutions. | |
| 5 | Brainstorming | The purpose of forming pairs is to ensure that they are open to innovation during the idea generation phase | Standard classroom technologies, multimedia tools, projector, computer, overhead projector |
| 6 | Small Group Discussion | Listening and comprehension, processing observations/situations, critical thinking, question development | Standard classroom technologies, multimedia tools, projector, computer, overhead projector |
| 7 | Demonstration | Listening and comprehension, processing observations/situations | Presentation content |
| 8 | Simulation | Exploring the operation of physical circuit designs through the use of simulation software. | Simulation tools |
| 9 | Group Work | Students determine the slope and cross-sectional geometric characteristics of a parabolic irrigation canal on campus, plot the flow rate curve at different sections of the canal, and submit a report. | Land surveying instruments |
| 10 | Laboratory | Listening, note-taking, conceptual analysis, critical thinking, questioning, and participation in discussions. | Special equipment |
| 11 | Homework | Solving and analyzing homework questions using a computer and Excel. | Computer |
