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  • Course Information
    • Course Title Code Semester Laboratory+Practice (Hour) Pool Type ECTS
    Growth and Yield Models in Forestry ORM561 FALL 3+0 Faculty E 6
    Learning Outcomes
    1-the concepts of increment and growth
    2- the importance of modeling increment and growth in forestry
    3- the classification of increment and growth models
    4-the development process of various types of increment and growth models
    5- the inspection and control processes of the developed models
  • ECTS / WORKLOAD
    • ActivityPercentage

    (100)

    		NumberTime (Hours)Total Workload (hours)
    Course Duration (Weeks x Course Hours)14342
    Classroom study (Pre-study, practice)14456
    Assignments5023060
    Short-Term Exams (exam + preparation) 0000
    Midterm exams (exam + preparation)0000
    Project0000
    Laboratory 0000
    Final exam (exam + preparation) 5013030
    0000
    Total Workload (hours)   188
    Total Workload (hours) / 30 (s)     6,27 ---- (6)
    ECTS Credit   6
  • Course Content
    • Week Topics Study Metarials
    1 The concepts of Growth and Yield It should be read the papers and boks (or other sources) related to course topic before the course
    Prerequisites -
    Language of Instruction Turkish
    Responsible Assoc. Prof. Dr. Muammer ŞENYURT
    Instructors

    1-)Profesör Dr İlker Ercanlı
    Assistants -
    Resources 1. Akalp, T. (1978). Türkiye`deki Doğu Ladini (Picea orieantalis Lk. Carr) Ormanlarında Hasılat Araştırmaları, Doktora Tezi, İstanbul Üniversitesi, Orman Fakültesi, İstanbul. 2. Akalp, T. (1983). Değişik Yaşlı Meşcerelerde Artım ve Büyümenin Simulasyonu, İ.Ü. Yayın No:3051, Orman Fakültesi Yayınları, No: 327, İstanbul, 169 s. 3. Davis, S. L., Johnson, K. N., Bettinger, P. S. & Howard, T. E. (2001). Forest Management, McGraw-Hill, NewYork, 804 s.. 4. Pretzcsh, H. (2009). Forest Dynamics: from Measurement To Model, Springer International, Berlin, Germany, 664 s. 5. Gadow, K.V. & Hui, G.Y. (1999). Modelling Forest Development, Kluwer Academic Publishers, Dordrect, 213 s. 6. Vanclay, J.K. (1994). Modelling Forest Growth: Applications to Mixed Tropical Forests, CAB International, Department of Economics and Natural Resource, Royal Veterinary and Agricultural University, Copenhagen, Denmark, Wallingford, UK, 312 s.
    Supplementary Book -
    Goals To teach the concepts of whole stand model, diameter distribution model, individual tree model with the development, controlling and evaluation process for these models frequently used for predicting the forest growth and yield values, and the application areas of these models
    Content -
  • Program Learning Outcomes
    • Program Learning Outcomes Level of Contribution
    1 Must learn the methods of both improving the basic sciences and engineering knowledge and obtaining new knowledges at a level of expertise 5
    2 Must be able to design, develop, and apply methods and experiments at advanced level to solve forestry problems, and analyses and interpret their results 4
    3 Must be able to provide solutions for the country?s forestry and environmental problems by considering global, public and ecosystem conditions 4
    4 Must be able to setup interdisciplinary approach to reach an advanced solution for forestry problems 4
    5 Must be able to act in an advanced level of professional ethics and responsibility during the identification and resolution of problems encountered in forestry 4
    6 Must be able to do the task in a single or multi-disciplinary working groups, and be able to show effective communication 5
    7 Must have the ability to effective use of both information technologies and a foreign language at an advanced level -
    8 Must be able to describe, foresee and solve the current problems in the fields of forestry and other related problems at advanced level brought by current global developments -
    9 Must be able to use the tools and techniques required for forestry applications at an advanced level -
    10 Must be able to think, interpret, analyse and synthesize forestry practices at an advanced level by using a three dimensional perspective -
    11 Must be able to research and survey any kinds of natural resources and event, and write advanced reliable reports by using the achieved findings -
    12 Must be able to understand the necessity of life-long learning at an advanced level, and to be able to use the methods that keeps obtained knowledge up date -
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