Course Objectives: |
The aim of this course is; transpose and its purpose, manual measurement of pupillary distance and mounting height, geometric center and template concept in spectacle frames, visual axis of the eye, the effect and necessity of pantoscopic angle, horizontal and vertical decentration of the optical center, dioptric powers of spherical glasses, measurement of bifocal glass in a photometer and suitable frame selection, the relation of vertex distance with effective power in convex and concave glasses, the concept of undesirable and desired prismatic effect, optical and non-optical aids for low vision and low vision, VPL prismatic glasses to be taught in focometer. |
Course Content: |
Transposition and its purpose, measurement techniques and assembly, telescopic glasses and their usage principles, glass, frame, lens and machine-material supply. |
Week |
Subject |
Related Preparation |
1) |
Practice |
|
2) |
Practice |
Optisyenliğe Giriş, Optisyenlik I, Optisynlik II, Optisyenlik III ders notları |
3) |
Practice |
Optisyenliğe Giriş, Optisyenlik I, Optisynlik II, Optisyenlik III ders notları |
4) |
Practice |
Optisyenliğe Giriş, Optisyenlik I, Optisynlik II, Optisyenlik III ders notları |
5) |
Practice |
Optisyenliğe Giriş, Optisyenlik I, Optisynlik II, Optisyenlik III ders notları |
6) |
Practice |
Optisyenliğe Giriş, Optisyenlik I, Optisynlik II, Optisyenlik III ders notları |
7) |
Practice |
Optisyenliğe Giriş, Optisyenlik I, Optisynlik II, Optisyenlik III ders notları |
8) |
Midterms |
|
9) |
Practice |
Optisyenliğe Giriş, Optisyenlik I, Optisynlik II, Optisyenlik III ders notları |
10) |
Practice |
Optisyenliğe Giriş, Optisyenlik I, Optisynlik II, Optisyenlik III ders notları |
11) |
Practice |
Optisyenliğe Giriş, Optisyenlik I, Optisynlik II, Optisyenlik III ders notları |
12) |
Practice |
Optisyenliğe Giriş, Optisyenlik I, Optisynlik II, Optisyenlik III ders notları |
13) |
Practice |
Optisyenliğe Giriş, Optisyenlik I, Optisyenlik II, Optisyenlik III ders notları |
14) |
|
Optisyenliğe Giriş, Optisyenlik I, Optisynlik II, Optisyenlik III ders notları |
14) |
Practice |
Optisyenliğe Giriş, Optisyenlik I, Optisynlik II, Optisyenlik III ders notları |
15) |
Practice |
Optisyenliğe Giriş, Optisyenlik I, Optisynlik II, Optisyenlik III ders notları |
16) |
Final Exams |
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|
Program Outcomes |
Level of Contribution |
1) |
Has a basic level of theoretical and practical knowledge about opticianry. |
5 |
2) |
Has training on the ethical framework of optician practices. |
|
3) |
He/she carries out a given task independently by using the basic knowledge he/she has about optics applications. |
5 |
4) |
Uses basic theoretical and applied knowledge about the field, basic computer programs and related technologies. |
|
5) |
Expresses yourself effectively by using information and communication technologies related to optician's field and communicating both verbally and in writing. |
5 |
6) |
Evaluates the basic knowledge and skills acquired in optics with a critical perspective. |
5 |
7) |
He/she identifies his/her needs for learning and has the competence to direct his/her own learning. |
|
8) |
Have the ability to use the equipment, machinery and equipment necessary for the preparation of glasses and the necessary technical knowledge for this. |
5 |
9) |
Makes the selection of basic vision devices (glasses, contact lenses, etc.) according to the prescription and makes them ready for the user. |
|
10) |
Knows the function of glasses in the correction of myopia, hyperopia and astigmatism. |
|
11) |
It has sufficient infrastructure in terms of quality in health, brand marketing target, optician business. |
|
12) |
Has sufficient awareness of individual and public health, environmental protection and occupational safety. |
|
13) |
As an optician, she/he knows the laws, regulations, legislation and professional ethical rules related to her/his duties, rights and responsibilities and acts in accordance with these rules. |
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14) |
Carries out a given task independently by using the basic knowledge he/she has in his/her field. |
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