GAZI UNIVERSITY INFORMATION PACKAGE - 2019 ACADEMIC YEAR

COURSE DESCRIPTION
GEOMETRY-I/1440038
Course Title: GEOMETRY-I
Credits 3 ECTS 7.5
Semester 1 Compulsory/Elective Elective
COURSE INFO
 -- LANGUAGE OF INSTRUCTION
  Turkish
 -- NAME OF LECTURER(S)
  Prof. Dr. Hasan Hüseyin UĞURLU
 -- WEB SITE(S) OF LECTURER(S)
  w3.gazi.edu.tr/~hugurlu
 -- EMAIL(S) OF LECTURER(S)
  hugurlu@gazi.edu.tr
 -- LEARNING OUTCOMES OF THE COURSE UNIT
They can draw the graphics of fundamental objects besides known some fundamental concepts and theorems. They can give the geometrical interpretations
 -- MODE OF DELIVERY
  The mode of delivery of this course is Face to face
 -- PREREQUISITES AND CO-REQUISITES
  There is no prerequisite or co-requisite for this course.
 -- RECOMMENDED OPTIONAL PROGRAMME COMPONENTS
  There is no recommended optional programme component for this course.
 --COURSE CONTENT
1. Week  The Introduction to the Geometry
2. Week  Bisector theorem, environment central and tangent- chord angles at a circle
3. Week  Interior and external bisector at a triangle, power axis
4. Week  Dividing a straight line at a given rate, Apolonyüs’s theorem
5. Week  Power axis of two circles
6. Week  Altitudes at a triangle, ortic triangle, medians at a triangle
7. Week  Midterm Exam
8. Week  Stewart's, Ceva's and Menelaous's Theorems
9. Week  The quadrangle of chords, Batlamyüs's Theorem
10. Week  Interior and External tangent circles at triangle Euler theorem
11. Week  Sine and Cosine Theorems
12. Week  Desargues’ theorem, hexagons, Pascal’s Theorem
13. Week  Nine- point circle of a triangle, Simpson line
14. Week  Applications.
15. Week  
16. Week  
 -- RECOMMENDED OR REQUIRED READING
  I. M. Yaglom; A. Shenitzer A simple non- Euclidean geometry and its physical basis, Springer-Verlag, Nev York (1979 ). C. G. Gibson Elemantary Eucl
 -- PLANNED LEARNING ACTIVITIES AND TEACHING METHODS
  Lecture, Question & Answer, Demonstration, Drill - Practise
 -- WORK PLACEMENT(S)
  -
 -- ASSESSMENT METHODS AND CRITERIA
 
Quantity
Percentage
 Mid-terms
1
25
 Assignment
0
5
 Exercises
0
0
 Projects
0
10
 Practice
0
0
 Quiz
0
0
 Contribution of In-term Studies to Overall Grade  
40
 Contribution of Final Examination to Overall Grade  
60
 -- WORKLOAD
 Efficiency  Total Week Count  Weekly Duration (in hour)  Total Workload in Semester
 Theoretical Study Hours of Course Per Week
14
2
28
 Practising Hours of Course Per Week
14
2
28
 Reading
10
2
20
 Searching in Internet and Library
10
3
30
 Designing and Applying Materials
0
 Preparing Reports
12
2
24
 Preparing Presentation
12
3
36
 Presentation
12
1
12
 Mid-Term and Studying for Mid-Term
0
 Final and Studying for Final
0
 Other
0
 TOTAL WORKLOAD: 
178
 TOTAL WORKLOAD / 25: 
7.12
 ECTS: 
7.5
 -- COURSE'S CONTRIBUTION TO PROGRAM
NO
 PROGRAM LEARNING OUTCOMES
1
2
3
4
5
1To be able to have fund of knowledge in the content of Mathematics Teaching, to develop hypothetical and implemental knowledge acquired on expert-level and producing new information by connecting it with knowledge of other fieldsX
2To be able to produce and implement solutions to the problems those require expertise in Mathematics Teaching by using quantitive and qualitative scientific research methods, to be able to work independently and take responsibilityX
3To be able to develop new approaches, design methods and teamwork for the unpredictable complicated situationsX
4To be able to evaluate the information about Mathematics Teaching critically, leading and guiding learning, and gaining lifelong learning capabilityX
5To be able to share and discuss the information and findings of Mathematics Teaching in written or orally in both national and international meetings, evaluating current issues by considering the country facts, developing strategy, policy and implementation programs about related topics and evaluating the results in respect to quality.X
6Knows the basic theories, their main tenets and their different uses in education and mathematics education, and makes cross comparisons.X
7Knows the structure of national 1-8 mathematics curricula and their theoretical underpinnings, makes cross comparisons with international well-known curricula and conceptualize different levels of curriculum development process.X
8Uses the knowledge, experience and problem solving skills, which was gained in mathematics education field, in interdisciplinary studies through the guidance of knowledge gained from his/her own area and from other disciplinesX
9To be able to prepare teaching materials and search effectiveness of it.X
10To be able to become information and conscious about social responsibility and ethical values in the field.X