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A.1 |
To make the student aware of this science and its importance, and to introduce the science of higher invertebrates. |
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A.2 |
The student can distinguish the groups of marine life and the spread of its subsea and benthic components in the seas and oceans. |
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A.3 |
That the student can realize the importance of studying higher invertebrate animals. |
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A.4 |
That the student be able to develop his skills by establishing projects and research based on studied scientific foundations. |
Teaching and learning methods
· Lectures and panel discussions on the importance of detecting parasites that infect fish.
· Anatomy and detection of fish to determine what parasites they are exposed to.
· Collecting information on the classification of parasites and distinguishing what is external and internal parasitism.
· Field visits to the local market or some ports and random detection of some fish.
Methods of assessments
|
Evaluation number |
Evaluation methods |
Evaluation period |
Evaluation weight |
percentage |
Rating date (week) |
Notes |
|
First evaluation |
editorial (closed book) |
Hour |
30 |
30% |
Sixth and tenth week |
Theoretical |
|
Oral evaluation |
Oral |
30 minute |
5 |
5% |
Seventh week |
Each lecture continues |
|
Second evaluation |
Dissection of a fish and detection of its parasites |
30 minute |
10 |
10% |
Fifth and ninth week |
practical |
|
Final evaluation |
editorial (closed book) |
2 hours |
50 |
50% |
Fourth and fifteenth week |
The practical final exam is 10 and the theoretical is 40 |
|
Activity |
writing a report |
a quarter hour |
5 |
5% |
|
Reports on the results that were reached during the practical part as a list of the recorded types of parasites and their place of intrusion, with a statistical analysis of the results. |
|
The total |
100 degrees |
100% |
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