Wydział Nauk o Żywności i Rybactwa - Aquaculture and Fisheries (S1)
Sylabus przedmiotu Fish biology and introduction to fish ecology:
Informacje podstawowe
| Kierunek studiów | Aquaculture and Fisheries | ||
|---|---|---|---|
| Forma studiów | studia stacjonarne | Poziom | pierwszego stopnia |
| Tytuł zawodowy absolwenta | inżynier | ||
| Obszary studiów | charakterystyki PRK, kompetencje inżynierskie PRK | ||
| Profil | ogólnoakademicki | ||
| Moduł | — | ||
| Przedmiot | Fish biology and introduction to fish ecology | ||
| Specjalność | przedmiot wspólny | ||
| Jednostka prowadząca | Katedra Towaroznawstwa, Oceny Jakości, Inżynierii Procesowej i Żywienia Człowieka | ||
| Nauczyciel odpowiedzialny | Przemysław Czerniejewski <Przemyslaw.Czerniejewski@zut.edu.pl> | ||
| Inni nauczyciele | |||
| ECTS (planowane) | 4,0 | ECTS (formy) | 4,0 |
| Forma zaliczenia | egzamin | Język | angielski |
| Blok obieralny | — | Grupa obieralna | — |
Formy dydaktyczne
Wymagania wstępne
| KOD | Wymaganie wstępne |
|---|---|
| W-1 | Student should have a basic knowledge of hydrobiology, fish anatomy, hydrochemistry |
Cele przedmiotu
| KOD | Cel modułu/przedmiotu |
|---|---|
| C-1 | Fish biology and introduction to fish ecology is an introductory course designed to provide an overview on the diversity of fishes, namely on their ecology and evolutionary relationships. We’ll discuss and conduct hands-on examinations of the anatomy, systematics, behavior, and trends in diversity of extinct and extant fishes — from jawless fishes like hagfish and lampreys, to jawed animals like cartilaginous sharks and rays, and on to the most diverse group of fishes: the bony fishes and teleosts. This survey will impart students with the basic rules governing where we find certain fishes, from the freshwaters of Amazonia onto mangrove swamps and coral reefs in the Indo-Pacific, and focusing especially on the fishes of the Salish Sea in lab. Students will leave with an understanding of the history of fishes, the basics of their identification and relationships, and a global perspective on modern fish diversity and biogeography. |
Treści programowe z podziałem na formy zajęć
| KOD | Treść programowa | Godziny |
|---|---|---|
| projekty | ||
| T-P-1 | Fish age on scales, otholits and other hard structures | 5 |
| T-P-2 | Growth rate of fish | 5 |
| T-P-3 | Condition of fish | 5 |
| T-P-4 | Fish diet | 5 |
| T-P-5 | Reproduction of fish | 5 |
| T-P-6 | Indexes of biodiversity of fish | 5 |
| 30 | ||
| wykłady | ||
| T-W-1 | Diversity of Fishes | 2 |
| T-W-2 | Fishes and their Habitats | 4 |
| T-W-3 | Food and Feeding | 4 |
| T-W-4 | Reproduction and Life Histories | 4 |
| T-W-5 | Behaviour | 3 |
| T-W-6 | Envirenmental biology of fishes | 4 |
| T-W-7 | Fish migration | 4 |
| T-W-8 | Fish condition | 3 |
| T-W-9 | Ecology of fishes | 2 |
| 30 | ||
Obciążenie pracą studenta - formy aktywności
| KOD | Forma aktywności | Godziny |
|---|---|---|
| projekty | ||
| A-P-1 | workshops | 30 |
| A-P-2 | Own work | 6 |
| A-P-3 | tests | 4 |
| A-P-4 | Work at laboratory | 20 |
| 60 | ||
| wykłady | ||
| A-W-1 | Lectures | 30 |
| A-W-2 | Field observations | 30 |
| 60 | ||
Metody nauczania / narzędzia dydaktyczne
| KOD | Metoda nauczania / narzędzie dydaktyczne |
|---|---|
| M-1 | Lecture, workshops, work in laboratory |
Sposoby oceny
| KOD | Sposób oceny |
|---|---|
| S-1 | Ocena formująca: Tests |
| S-2 | Ocena podsumowująca: Project evaluation |
Zamierzone efekty uczenia się - wiedza
| Zamierzone efekty uczenia się | Odniesienie do efektów kształcenia dla kierunku studiów | Odniesienie do efektów zdefiniowanych dla obszaru kształcenia | Odniesienie do efektów uczenia się prowadzących do uzyskania tytułu zawodowego inżyniera | Cel przedmiotu | Treści programowe | Metody nauczania | Sposób oceny |
|---|---|---|---|---|---|---|---|
| AQF_1A_C02_W01 Students have a knowledge about fish diets, condition, growth rate, fish population parameters | AQF_1A_W02, AQF_1A_W08 | — | — | C-1 | T-W-4, T-W-5, T-W-3, T-W-8, T-P-1, T-P-2, T-P-3, T-P-4, T-P-5 | M-1 | S-1, S-2 |
| AQF_1A_C02_W02 Student have a knowledge about biodiversity, behaviour, fish migration, habitats of fish | AQF_1A_W02, AQF_1A_W05 | — | — | C-1 | T-W-1, T-W-5, T-W-6, T-W-2, T-W-7, T-W-9, T-P-6 | M-1 | S-1, S-2 |
Zamierzone efekty uczenia się - umiejętności
| Zamierzone efekty uczenia się | Odniesienie do efektów kształcenia dla kierunku studiów | Odniesienie do efektów zdefiniowanych dla obszaru kształcenia | Odniesienie do efektów uczenia się prowadzących do uzyskania tytułu zawodowego inżyniera | Cel przedmiotu | Treści programowe | Metody nauczania | Sposób oceny |
|---|---|---|---|---|---|---|---|
| AQF_1A_C02_U01 Hhe ability to make artificial fish spawning, estimation of the condition, fertility, age and growth of fish | AQF_1A_U09, AQF_1A_U14, AQF_1A_U21 | — | — | C-1 | T-W-4, T-W-6, T-W-3, T-W-8, T-W-9, T-P-1, T-P-2, T-P-3, T-P-4, T-P-5 | M-1 | S-1, S-2 |
Zamierzone efekty uczenia się - inne kompetencje społeczne i personalne
| Zamierzone efekty uczenia się | Odniesienie do efektów kształcenia dla kierunku studiów | Odniesienie do efektów zdefiniowanych dla obszaru kształcenia | Odniesienie do efektów uczenia się prowadzących do uzyskania tytułu zawodowego inżyniera | Cel przedmiotu | Treści programowe | Metody nauczania | Sposób oceny |
|---|---|---|---|---|---|---|---|
| AQF_1A_C02_K01 the student is competent and able to work as a biologist and fish ecologist | AQF_1A_K02, AQF_1A_K03, AQF_1A_K04, AQF_1A_K05, AQF_1A_K06, AQF_1A_K01 | — | — | C-1 | T-W-1, T-W-4, T-W-5, T-W-6, T-W-2, T-W-3, T-W-7, T-W-8, T-W-9, T-P-1, T-P-2, T-P-3, T-P-4, T-P-5, T-P-6 | M-1 | S-1, S-2 |
| AQF_1A_C02_K02 the student has the ability to apply knowledge in practice | AQF_1A_K03, AQF_1A_K01 | — | — | C-1 | T-W-1, T-W-4, T-W-5, T-W-6, T-W-2, T-W-3, T-W-7, T-W-8, T-W-9, T-P-1, T-P-2, T-P-3, T-P-4, T-P-5, T-P-6 | M-1 | S-1, S-2 |
Kryterium oceny - wiedza
| Efekt uczenia się | Ocena | Kryterium oceny |
|---|---|---|
| AQF_1A_C02_W01 Students have a knowledge about fish diets, condition, growth rate, fish population parameters | 2,0 | the student hasnot knowledge at a basic level in the field of fish biology and ecology |
| 3,0 | the student has knowledge at a basic level in the field of fish biology and ecology | |
| 3,5 | the student has knowledge at a upper basic level in the field of fish biology and ecology | |
| 4,0 | the student has knowledge at agood level in the field of fish biology and ecology | |
| 4,5 | the student has knowledge at a upper good level in the field of fish biology and ecology | |
| 5,0 | the student has knowledge at a very good level in the field of fish biology and ecology | |
| AQF_1A_C02_W02 Student have a knowledge about biodiversity, behaviour, fish migration, habitats of fish | 2,0 | Students have not a knowledge of biology and ecology of fish (at the primary level) |
| 3,0 | Students have a knowledge of biology and ecology of fish (at the primary level) | |
| 3,5 | Students have a knowledge of biology and ecology of fish (at theupper than primary level) | |
| 4,0 | Students have a knowledge of biology and ecology of fish (at good level) | |
| 4,5 | Students have a knowledge of biology and ecology of fish (upper than good level) | |
| 5,0 | Students have a knowledge of biology and ecology of fish (at very good level) |
Kryterium oceny - umiejętności
| Efekt uczenia się | Ocena | Kryterium oceny |
|---|---|---|
| AQF_1A_C02_U01 Hhe ability to make artificial fish spawning, estimation of the condition, fertility, age and growth of fish | 2,0 | the student has not knowledge at a basic level in the field of fish biology and ecology |
| 3,0 | the student has knowledge and is able to use it at a basic level in the field of fish biology and ecology | |
| 3,5 | the student has knowledge and is able to use it at a upper basic level in the field of fish biology and ecology | |
| 4,0 | the student has knowledge and is able to use it at a good level in the field of fish biology and ecology | |
| 4,5 | the student has knowledge and is able to use it at a upper good level in the field of fish biology and ecology | |
| 5,0 | the student has knowledge and is able to use it at a very good level in the field of fish biology and ecology |
Kryterium oceny - inne kompetencje społeczne i personalne
| Efekt uczenia się | Ocena | Kryterium oceny |
|---|---|---|
| AQF_1A_C02_K01 the student is competent and able to work as a biologist and fish ecologist | 2,0 | the student is incompetent and able to work as a biologist and fish ecologist |
| 3,0 | the student is competent and able to work as a biologist and fish ecologist at basic level | |
| 3,5 | the student is competent and able to work as a biologist and fish ecologist at upper than basic level | |
| 4,0 | the student is competent and able to work as a biologist and fish ecologist at good level | |
| 4,5 | the student is competent and able to work as a biologist and fish ecologist at upper than good level | |
| 5,0 | the student is competent and able to work as a biologist and fish ecologist at bery good level | |
| AQF_1A_C02_K02 the student has the ability to apply knowledge in practice | 2,0 | The student has not ability to apply knowledge in practice in basic level |
| 3,0 | The student has ability to apply knowledge in practice in basic level | |
| 3,5 | The student has ability to apply knowledge in practice in upper than basic level | |
| 4,0 | The student has ability to apply knowledge in practice in good level | |
| 4,5 | The student has ability to apply knowledge in practice in upper than good level | |
| 5,0 | The student has ability to apply knowledge in practice in very good level |
Literatura podstawowa
- Hard J. B., Reynolds J. D., Handbook of fish biology and fisheries, Blackwell, 2002
- Bone Q., Moore R. H., Biology of Fishes, Taylor and Francis, 2008
- Piska R. Sh., Fish Biology and Ecology Theory, 2011
- Jakobsen T., Fogarty M., Megrey B., Moksness R., Fish reproduction biology, Wiley-Blackwell, 2009
Literatura dodatkowa
- Begenal, Methods for Asssessment of Fish Production in Freshwaters, Blackwell Scientific Publications, Oxford, 1978