COURSE UNIT TITLE

: ARCHEOSEISMOLOGY

Description of Individual Course Units

Course Unit Code Course Unit Title Type Of Course D U L ECTS
MTS 3041 ARCHEOSEISMOLOGY ELECTIVE 2 0 0 3

Offered By

Faculty of Engineering

Level of Course Unit

First Cycle Programmes (Bachelor's Degree)

Course Coordinator

ASSOCIATE PROFESSOR ÖKMEN SÜMER

Offered to

Mechanical Engineering
Mechanical Engineering (Evening)
Faculty of Engineering
Geophysical Engineering
Mining Engineering
Environmental Engineering
Civil Engineering
Civil Engineering (Evening)
Geological Engineering

Course Objective

To attract the interest of engineering students to the archaeoseismology discipline that examines the traces of major earthquakes in which past civilizations were affected, to increase their engineering skills in the in the earth science framework and to contribute to their intellectual development.

Learning Outcomes of the Course Unit

1   To know basic simple archaeological and structural geological terms.
2   To be able to distinguish fault types in terms of their kinematic and earthquake generating potentials.
3   To be able to understand basic simple terminology and parameters related to earthquake, soil/rock and earthquake-soil/rock relationships.
4   To recognize deformation types and their effects on ancient architectural structures.
5   To be able to distinguish systematic deformation traces in archaeological structures and materials.
6   To be able to understand and research prehistoric, historical and instrumental earthquake record concepts.
7   To be able to develop ideas about seismic sources of earthquake traces observed in archaeological sites.
8   To be able to develop ideas for dating earthquakes in archaeological sites.
9   Having information about the latest archaeoseismological applications used in the world and Türkiye.
10   Having idea on their relationships and importance by collating cultural, historical, ecological and earth science subjects together.
11   Expressing yourself, using communication skills effectively, understanding the importance of teamwork.

Mode of Delivery

Face -to- Face

Prerequisites and Co-requisites

None

Recomended Optional Programme Components

None

Course Contents

Week Subject Description
1 General introduction of the course and, given the course materials and presentation related to the main and auxiliary references/resources to be used Assoc. Prof. Dr. Ökmen Sümer
2 Giving general and basic archaeological and structural geological concepts and editing their relationship with Archaeoseismology Assoc. Prof. Dr. Ökmen Sümer
3 Classification of fault types in terms of their kinematic and earthquake generating potentials Assoc. Prof. Dr. Ökmen Sümer
4 Giving basic simple terminology and parameters about earthquake, soil/rock and earthquake-soil/rock relationships Prof. Dr. Mahmut Göktuğ Drahor
5 Introduction of earthquake deformation structures and identification and classification of systematic deformation traces observed in archaeological sites Prof. Dr. Mahmut Göktuğ Drahor
6 Giving current information about the latest archaeoseismological studies with examples in the world and Türkiye Prof. Dr. Mahmut Göktuğ Drahor
7 Mid-Term exam Prof. Dr. Mahmut Göktuğ Drahor and Assoc. Prof. Dr. Ökmen Sümer
8 Illumination and narratives on main subjects; Separating students for teamwork and distributing relevant Archaeoseismology topics to groups. After this week, the groups will start to present their presentations week by week, based on the topics they receive. Assoc. Prof. Dr. Ökmen Sümer
9 Presentation of teamwork: Subject: Attending and discussing presentation related in examples given to archaeological sites which are located on major active fault zones and seismically active region in Türkiye and the worldwide. Assoc. Prof. Dr. Ökmen Sümer
10 Presentation of teamwork: Subject: Attending and discussing presentation related in systematic deformation traces observed in archaeological architectural structures. Prof. Dr. Mahmut Göktuğ Drahor
11 Presentation of teamwork: Subject: Attending and discussing presentation focusing on prehistoric, historical and instrumental earthquake records Assoc. Prof. Dr. Ökmen Sümer
12 Presentation of teamwork: Subject: Attending and discussing presentation focusing Archaeoseismology studies based on earthquake dating Assoc. Prof. Dr. Ökmen Sümer
13 Presentation of teamwork: Subject: Attending and discussing presentation related in terms of earthquake engineering on archaeological structures. Prof. Dr. Mahmut Göktuğ Drahor
14 All topics covered in the course are summarized to students in the light of feedback in their teamwork presentations. The awareness level of students is increased at this point by emphasizing the relations of cultural, historical, ecological and structural geological issues with each other. Prof. Dr. Mahmut Göktuğ Drahor and Assoc. Prof. Dr. Ökmen Sümer
15 Final exam Assoc. Prof. Dr. Ökmen Sümer and Prof. Dr. Mahmut Göktuğ Drahor

Recomended or Required Reading

Stiros, S. & Jones, R. E. (1996). Archaeoseismology. British School at Athens, Fitch Laboratory Occassional Paper 7, Institute of Geology & Mineal Exploration, 268 p.

Walker, M. (2005). Quaternary dating methods. John Wiley and Sons: West Sussex/England, 286 p.

Fréchet, J., Meghraoui, M., & Stucchi, M., (2008). Historical seismology: interdisciplinary studies of past and recent earthquakes, Springer Science & Business Media, 443 p.

Galadini, F., Hinzen, K. G., & Stiros, S. (2006). Archaeoseismology: methodological issues and procedure. Journal of Seismology, 10(4), 395-414.

Gilbert, A. S., Goldberg, P., Holliday, V. T., Mandel, R. D., & Sternberg, R. S. (2017). Encyclopedia of geoarchaeology. Springer: New York, 1046 p.

Garrison, E. (2016). Techniques in Archaeological Geology, 2nd. Edition, Springer-Verlag: Berlin Heidlherg, 344 p.

Lario, J., Reicherter, K., Pérez-López, R., Grützner, C., & Silva, P. G. (2009). Archaeoseismology and Palaeoseismology in the Alpine-Himalayan Collisional Zone. Universidad Politécnica de Madrid, 179 p.

Sintubin, M. (2010). Ancient earthquakes. Geological Society of America Special Paper 471, Colorado: USA, 279 p.

Sintubin, M. (2011). Archaeoseismology: Past, present and future. Quaternary International, 242(1), 4-10.

Hinzen, K. G., Fleischer, C., Reamer, S. K., Schreiber, S., Schütte, S., & Yerli, B. (2011). Quantitative methods in archaeoseismology. Quaternary international, 242(1), 31-41.

Geoarchaeology, SCI Journal, Online ISSN:1520-6548, Wiley Online Library, Impact Factor: 1.882 https://onlinelibrary.wiley.com/journal/15206548

Journal of Archaeological Science, SCI Journal, Online ISSN: 0305-4403, Elsevier, Impact Factor: 3.03, https://www.journals.elsevier.com/journal-of-archaeological-science

Other course materials: Seven presentations prepared for the course (the first 6 weeks and for the last week). Archaeoseismology works in Türkiye and worldwide and related current scientific publications will be produced in future.

Planned Learning Activities and Teaching Methods

1. Lesson / Presentation
2. Teamwork Homework / Assignments will be submitted as a presentation and will be presented by the group in the related course.
3. Document and resource open assessment exam

Structural geological and archaeological terms and basic concepts used in archaeoseismology are presented to the student through presentations within the framework of learning outcomes with face-to-face and / or distance learning system. Archaeoseismological studies in certain archaeological sites will be distributed to students as a teamwork concept, and then these related subjects will be provided as a presentation in the course for each week. General knowledge of the student and the level of contribution received from the course will be measured by document and resource open assessment exam.

Assessment Methods

SORTING NUMBER SHORT CODE LONG CODE FORMULA
1 MTE MIDTERM EXAM
2 ASG ASSIGNMENT
3 FIN FINAL EXAM
4 FCG FINAL COURSE GRADE MTE * 0.25 + ASG * 0.25 + FIN * 0.50
5 RST RESIT
6 FCGR FINAL COURSE GRADE (RESIT) MTE * 0.25 + ASG * 0.25 + RST * 0.50


Further Notes About Assessment Methods

None

Assessment Criteria

With the feedback received from the teamwork presentation, an assignment score is determined by both among the students themselves (50%) and the course coordinator (50%). The team presentations will be delivered at the end of the related course.

Mid-Term and Final / Makeup exams are evaluated by using gap-filling (%10), true/false (%10), pairing (%10), multiple-choice questions (% 20), with open-ended problem solving questions (% 50) methods.

Language of Instruction

Turkish

Course Policies and Rules

Participating in teamwork is essential

Contact Details for the Lecturer(s)

Assoc. Prof. Dr. Ökmen Sümer; okmen.sumer@deu.edu.tr / 0 232 301 73 53,
Prof. Dr. Mahmut Göktuğ Drahor; goktug.drahor@deu.edu.tr/0 232 301 72 59

Office Hours

It will be announced after the lesson plan of the related semester is completed.

Work Placement(s)

None

Workload Calculation

Activities Number Time (hours) Total Work Load (hours)
Lectures 13 2 26
Preparations before/after weekly lectures 12 2 24
Preparation for midterm exam 1 5 5
Preparation for final exam 1 10 10
Preparing presentations 1 6 6
Midterm 1 2 2
Final 1 2 2
TOTAL WORKLOAD (hours) 75

Contribution of Learning Outcomes to Programme Outcomes

PO/LOPO.1PO.2PO.3PO.4PO.5PO.6PO.7PO.8PO.9PO.10PO.11
LO.122
LO.22
LO.32
LO.42
LO.52
LO.62
LO.72
LO.82
LO.92
LO.102
LO.113