FT-120: Practical Long-line Fishing

GENERAL INFORMATION:

Course title: FT 120 Practical Long-line Fishing
Campus:FSM-FMI	Initiator:Alvin E. Sinem	Date: 5/6/16
Course description This course is designed to provide students with fundamental knowledge and skills in long-line tuna fishing. It covers an overview of long line fishing techniques, maintenance and repair of fishing gears, fishing vessels, the fundamental principles of assessing tuna fishing grounds, and fish handling.

COURSE HOURS/CREDITS:

	Hours per Week		No. of Weeks		Total Hours		Semester Credits
Lecture	4	x	8	=	32	=
Practicum	3	x	8	=	24	=
Lecture/Lab		x		=	56	=
Workshop		x		=		=
		Total Semester Credits

PURPOSE OF COURSE:
[] Degree requirement
[] Degree elective
[X] Certificate
[] Other

PREREQUISITES: None

PSLOS OF OTHER PROGRAMS THIS COURSE MEETS:

PSLO#
Program

INSTITUTIONAL STUDENT LEARNING OUTCOMES

[ ]

1. Effective oral communication: capacity to deliver prepared, purposeful presentations designed to increase knowledge, to foster understanding, or to promote change in the listeners’ attitudes, values, beliefs, or behaviors.

[]

2. Effective written communication: development and expression of ideas in writing through work in many genres and styles, utilizing different writing technologies, and mixing texts, data, and images through iterative experiences across the curriculum.

[]

3. Critical thinking: a habit of mind characterized by the comprehensive exploration of issues, ideas, artifacts, and events before accepting or formulating an opinion or conclusion.

[X]

4. Problem solving: capacity to design, evaluate, and implement a strategy to answer an open-ended question or achieve a desired goal.

[]

5. Intercultural knowledge and competence: a set of cognitive, affective, and behavioral skills and characteristics that support effective and appropriate interaction in a variety of cultural contexts.

[X]

6. Information literacy: the ability to know when there is a need for information, to be able to identify, locate, evaluate, and effectively and responsibly use and share that information for the problem at hand.

[X]

7. Foundations and skills for life-long learning: purposeful learning activity, undertaken on an ongoing basis with the aim of improving knowledge, skills, and competence.

[]

8. Quantitative Reasoning: ability to reason and solve quantitative problems from a wide array of authentic contexts and everyday life situations; comprehends and can create sophisticated arguments supported by quantitative evidence and can clearly communicate those arguments in a variety of formats.

PROGRAM STUDENT LEARNING OUTCOMES (PSLOs): The student will be able to:

1.Demonstrate competency in basic fishing knowledge and techniques;
2.Demonstrate competency in designing fishing gears, instruments, and machinery operations; and
3.Demonstrate competency in marine resource management for small scale fishing.

COURSE STUDENT LEARNING OUTCOMES (CSLOs) (General): The student will be able to:

Describe the major fish caught by Tuna long-line fishing activities;

Describe Tuna long-line fishing gear;

Describe Tuna long-line fishing methods and demonstrate the construction and repair of long-line fishing gear;

Describe major characters of Tuna long-line fishing vessels;

Describe conditions to seek tuna fishing ground;

Describe and demonstrate proper fish handling of the catch;

COURSE STUDENT LEARNING OUTCOMES (CSLOs) (Specific): The student will be able to:

CSLO (General) 1: Describe the major fish caught by Tuna longline fishing activities.

Student Learning Outcome (specific)

ISLO

PSLO

Assessment Strategies

1.1. List the different types of tuna family species

4,6

1

Written tests and oral assessments will be used to assess students’ competence in outlying the different types of tuna species, and identifying the types of fish caught by tuna long-line fishing.
.

1.2. Identify the types of fish caught by tuna long-line fishing

CSLO (General) 2: Describe Tuna long-line fishing gear

Student Learning Outcome (specific)

ISLO

PSLO

Assessment Strategies

2.1. Describe the main parts of tuna long-line fishing gear.

4,6

1

Written tests and oral assessments will be used to assess students’ competence in describing the three main components of tuna long-line fishing gear, and the advantages and disadvantages of small scale and distant tuna longline fishing gears.

2.2. Describe the advantages & disadvantages of Distant and small-scale long-liner.

CSLO (General) 3: Describe tuna long-line fishing methods and demonstrate the construction and repair of long-line fishing gear.

Student Learning Outcome (specific)

ISLO

PSLO

Assessment Strategies

3.1 Describe in detail the design of distant water tuna long-line fishing gear.

4,6,7

1,2

Written tests and oral assessments will be used to assess students’ competence in detailing the design, and outline of distant water tuna long-line and small scale fishing gear, and fishing methods.

Practical assessment checklists will be during demonstration.

3.2. Describe the methods for distant water tuna long-line fishing.

3.3. Describe in detail the design of small-scale tuna long-line fishing gear.

Describe the methods for small-scale tuna long-line fishing.

Design a tuna long-line fishing gear consisting of the main, branch, and buoy lines.

3.6. Repair tuna long-line fishing gear.

CSLO (General) 4: Describe major characteristics of tuna long-line fishing vessels.

Student Learning Outcome (specific)

ISLO

PSLO

Assessment Strategies

4.1. Describe the main characteristics of tuna long-line fishing vessel

4,6

1

Written tests and oral assessments will be used to assess students’ competence in describing the main characteristic of tuna long-line fishing vessel, and advantages and disadvantages of distant water and small-scale fishing vessels

Describe the advantages and disadvantages of distant water and small-scale fishing vessels

CSLO (General) 5: Describe conditions to seek tuna fishing ground.

Student Learning Outcome (specific)

ISLO

PSLO

Assessment Strategies

Describe the behaviors of target fish

4,6

1

Written tests and oral assessments will be used to demonstrate students’ competence in describing behaviors of target species, major migration path of tuna families, and key points for finding good fishing grounds.

Describe the major migration path of tuna families

5.3. Describe the key points for finding good fishing grounds

CSLO (General) 6: Describe and demonstrate proper fish handling of the catch.

Student Learning Outcome (specific)

ISLO

PSLO

Assessment Strategies

6.1. Describe the major steps for proper handling of the catch

4,6

1

Written tests, oral and practical assessments will be used to assess students’ competence in describing the major steps for proper handling of catch and the bleeding and gutting process.

Practical assessment checklist will be used to during demonstration.

6.2. Demonstrate the bleeding and gutting process

COURSE CONTENT:

1.Types of catch
2.Outline of Tuna long-line fishing gear
3.Fishing gear and fishing methods
4.Fishing vessel
5.Fishing ground
6.Handling of catch

METHOD(S) OF INSTRUCTION:

[X ] Lecture[] Cooperative learning groups
[] Laboratory[X] In-class exercises
[X] Audio visual[X] Demonstrations
[] Other

REQUIRED TEXT(S) AND COURSE MATERIALS:

Text:

Kawamoto, Taro (Compile 2002), Practical long-line fishing. Colonia, Yap: FSM Fisheries and Maritime Institute.

Materials:

TV Hokuto

Snaps

Swivel

Monofilament

Syphon tube

Bench press crimper

Spike

REFERENCE MATERIALS:

Fishing in General 1991,

Tuna longline fishing. 1993 Overseas Fishery Cooperation Foundation,

Japan Suisan taizen. Ver.1.0; Tokyo Suisan Shinkou kai,

Japan(CD-ROM) Maguro. 1985, Tokyo University of Fisheries, Japan;

Fish handling and chilling. South Pacific Commission.

INSTRUCTIONAL COSTS:
None

EVALUATION:

A grade of at least 70% or a “C” must be achieved to progress to the next level.All demonstrations should achieve at least a rate of 80%.

CREDIT BY EXAMINATION:

None

College of Micronesia - FSM

COMFSM Menu

FT-120: Practical Long-line Fishing

[ ]	1. Effective oral communication: capacity to deliver prepared, purposeful presentations designed to increase knowledge, to foster understanding, or to promote change in the listeners’ attitudes, values, beliefs, or behaviors.
[]	2. Effective written communication: development and expression of ideas in writing through work in many genres and styles, utilizing different writing technologies, and mixing texts, data, and images through iterative experiences across the curriculum.
[]	3. Critical thinking: a habit of mind characterized by the comprehensive exploration of issues, ideas, artifacts, and events before accepting or formulating an opinion or conclusion.
[X]	4. Problem solving: capacity to design, evaluate, and implement a strategy to answer an open-ended question or achieve a desired goal.
[]	5. Intercultural knowledge and competence: a set of cognitive, affective, and behavioral skills and characteristics that support effective and appropriate interaction in a variety of cultural contexts.
[X]	6. Information literacy: the ability to know when there is a need for information, to be able to identify, locate, evaluate, and effectively and responsibly use and share that information for the problem at hand.
[X]	7. Foundations and skills for life-long learning: purposeful learning activity, undertaken on an ongoing basis with the aim of improving knowledge, skills, and competence.
[]	8. Quantitative Reasoning: ability to reason and solve quantitative problems from a wide array of authentic contexts and everyday life situations; comprehends and can create sophisticated arguments supported by quantitative evidence and can clearly communicate those arguments in a variety of formats.

CSLO (General) 1: Describe the major fish caught by Tuna longline fishing activities.
Student Learning Outcome (specific)	ISLO	PSLO	Assessment Strategies
1.1. List the different types of tuna family species	4,6	1	Written tests and oral assessments will be used to assess students’ competence in outlying the different types of tuna species, and identifying the types of fish caught by tuna long-line fishing. .
1.2. Identify the types of fish caught by tuna long-line fishing
CSLO (General) 2: Describe Tuna long-line fishing gear
Student Learning Outcome (specific)	ISLO	PSLO	Assessment Strategies
2.1. Describe the main parts of tuna long-line fishing gear.	4,6	1	Written tests and oral assessments will be used to assess students’ competence in describing the three main components of tuna long-line fishing gear, and the advantages and disadvantages of small scale and distant tuna longline fishing gears.
2.2. Describe the advantages & disadvantages of Distant and small-scale long-liner.
CSLO (General) 3: Describe tuna long-line fishing methods and demonstrate the construction and repair of long-line fishing gear.
Student Learning Outcome (specific)	ISLO	PSLO	Assessment Strategies
3.1 Describe in detail the design of distant water tuna long-line fishing gear.	4,6,7	1,2	Written tests and oral assessments will be used to assess students’ competence in detailing the design, and outline of distant water tuna long-line and small scale fishing gear, and fishing methods. Practical assessment checklists will be during demonstration.
3.2. Describe the methods for distant water tuna long-line fishing.
3.3. Describe in detail the design of small-scale tuna long-line fishing gear.
Describe the methods for small-scale tuna long-line fishing.
Design a tuna long-line fishing gear consisting of the main, branch, and buoy lines. 3.6. Repair tuna long-line fishing gear.
CSLO (General) 4: Describe major characteristics of tuna long-line fishing vessels.
Student Learning Outcome (specific)	ISLO	PSLO	Assessment Strategies
4.1. Describe the main characteristics of tuna long-line fishing vessel	4,6	1	Written tests and oral assessments will be used to assess students’ competence in describing the main characteristic of tuna long-line fishing vessel, and advantages and disadvantages of distant water and small-scale fishing vessels
Describe the advantages and disadvantages of distant water and small-scale fishing vessels
CSLO (General) 5: Describe conditions to seek tuna fishing ground.
Student Learning Outcome (specific)	ISLO	PSLO	Assessment Strategies
Describe the behaviors of target fish	4,6	1	Written tests and oral assessments will be used to demonstrate students’ competence in describing behaviors of target species, major migration path of tuna families, and key points for finding good fishing grounds.
Describe the major migration path of tuna families
5.3. Describe the key points for finding good fishing grounds
CSLO (General) 6: Describe and demonstrate proper fish handling of the catch.
Student Learning Outcome (specific)	ISLO	PSLO	Assessment Strategies
6.1. Describe the major steps for proper handling of the catch	4,6	1	Written tests, oral and practical assessments will be used to assess students’ competence in describing the major steps for proper handling of catch and the bleeding and gutting process. Practical assessment checklist will be used to during demonstration.
6.2. Demonstrate the bleeding and gutting process