FT-130: Fishing Gear Design and Machinery Operation

Course title:  FT 130 Fishing Gear Design and Machinery Operation

Campus:  FSM-FMI

Initiator:   Alvin E. Sinem

Date: 5/6/16

Course description
This course is for students requiring basic knowledge and skills in fishing gear design, fishing instruments and fishing machinery operation.

Lecture

          4

x

8

=

32

=

Practicum

          3

x

8

=

24

=

Lecture/Prac

x

=

56

=

Workshop

x

=

=

 
Total  Semester Credits

                             Program

[    ]

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 main characteristics of materials used for fishing gear.

Student Learning Outcome (specific)

ISLO

PSLO

Assessment Strategies

• Describe different types of chemical groups introduced for fishing gear

4,6

2

Written tests and oral exams will be used to assess students’ competency in identifying and describing chemical groups introduced for fishing gear.

1.2. Identify different types of fishing gear materials

CSLO (General) 2: Describe the major components of netting yarns, fiber ropes and wire ropes

Student Learning Outcome (specific)

ISLO

PSLO

Assessment Strategies

2.1. Describe the basic components of netting yarn

4,6

2

Written tests and oral assessments will be used to assess students’ competence in

• describing the basic, components of netting yarn, different types of fiber robes, wire ropes, different types of lay and its characters; and
•  estimating the tensile strength of wire and fiber rope.

2.2. Describe the different types of fiber ropes

2.3. Describe the different types of wire ropes

2.4. Describe the different types of Lay and its characters

2.5. Describe the denier and tex systems.

2.6. Estimate the tensile strength of wire and fiber ropes

CSLO (General) 3: Describe basic fishing gear.

Student Learning Outcome (specific)

ISLO

PSLO

Assessment Strategies

3.1.  Describe the typical fishing gear drawings

4,6

2

Written tests and oral assessments will be used to assess students’ competence in describing the typical fishing gear drawings, and calculating the hanging ratio and net depth, buoyant force and sinking force.

Checklists will be used during demonstration

3.2.  Calculate the hanging ratio and net depth

3.3.  Calculate the buoyant force and sinking force

CSLO (General) 4: Demonstrate competency in designing a fishing gear.

Student Learning Outcome (specific)

ISLO

PSLO

Assessment Strategies

4.1. Draw simple fishing gears.

4,6

2

Written tests will be used to assess students’ competence in developing drawings for simple fishing gear.

CSLO (General) 5: Describe basic concept of mesh size selectivity

Student Learning Outcome (specific)

ISLO

PSLO

Assessment Strategies

• Describe the difference between gill net and Trawl net mesh size selectivity

4,6

2

Written tests and oral assessments will be used to assess student’ competence in describing the difference between gill net an Trawl net mesh size selectivity, and explaining by-catch reduction devices.

• Explain by-catch reduction devices

CSLO (General) 6: Describe sound wave propagation in the water.

Student Learning Outcome (specific)

ISLO

PSLO

Assessment Strategies

• Describe the differences between radio wave, light wave and sound wave propagation

4,6

2

Written tests and oral assessments will be used to assess students’ competence in describing
the differences between radio wave, light wave and sound wave propagations, relationship of ultrasonic wave frequency and fish finder range, and basic concept of fish finding system.

• Describe the relationship of ultrasonic wave frequency and fish finder range

6.3. Describe the basic concept of fish finding system

CSLO (General) 7: Analyze typical echo of fish finder.

Student Learning Outcome (specific)

ISLO

PSLO

Assessment Strategies

7.1. Analyze typical sea bottom echoes

4,6

2

Written tests and oral assessments will be used to assess students’ competence in describing typical sea bottom echoes on a fish finder display such as false echoes and fish echoes.

Practical assessment checklists with TV Hokuto fish finder.

7.2. Identify typical false echoes

7.3. Identify typical fish school echoes

CSLO (General) 8: Describe sonar basics

Student Learning Outcome (specific)

ISLO

PSLO

Assessment Strategies

8.1. Describe types of sonar introduced for fishing operation.

4,6

2

Written and oral assessments will be used to assess students’ competence in describing types of sonar introduced for fishing operation.

CSLO (General) 9: Describe classification of fishing machineries.

Student Learning Outcome (specific)

ISLO

PSLO

Assessment Strategies

9.1. Describe the purpose of introducing fishing machinery for fishing operation.

4,6

2

Written and oral assessments will be used to assess students’ competence in describing the purpose of introducing fishing machinery for fishing operation.

CSLO (General) 10: Outline power supply system of fishing machinery

Student Learning Outcome (specific)

ISLO

PSLO

Assessment Strategies

10.1. Describe the different types of power supply system of fishing machinery

4,6

2

Written tests and oral assessments will be used to assess students’ competence in describing several types of power supply system of fishing machinery, and advantages of each power supply system.

10.2. Describe advantages and disadvantages of each power supply system

CSLO (General) 11: Outline hydraulic systems.

Student Learning Outcome (specific)

ISLO

PSLO

Assessment Strategies

11.1. Describe the major parts of hydraulic systems and its function.

4,6

2

Written tests and oral assessments will be used to assess students’ competence in describing the major parts and its function of hydraulic systems.