Study Guide

Objectives (course unit)

Students are able to tell about themselves and their studies.
The students know the basic grammar structures and vocabulary.
The students can cope in everyday situations with speaking and writing.

Content (course unit)

• Spoken and written communication situations which prepare the students for the work life
• General vocabulary of technology
• Basic grammar

Prerequisites (course unit)

Comprehensive school Swedish

Further information (course unit)

Sufficient skills in Finnish, mandatory participation on 80% of the classes

Assessment criteria, satisfactory (1-2) (course unit)

The student is able to tell about himself / herself, his / her daily plans, his / her free time,
graduate education. The student is able to present simple things related to his / her apartment, place of residence and technical equipment in his / her field.
The student simply describes the object geometry and numerical information. The student has a poor command of basic Swedish grammar.

Assessment criteria, good (3-4) (course unit)

The student is able to tell the most important things about himself, his day plans, his free time, his hobbies and his studies.
The student is able to present the essential things about his / her apartment, his / her place of residence and the technical equipment of his / her field.
The student is able to describe the object quite well geometrically and numerically. The student is proficient in Swedish basic grammar.

Assessment criteria, excellent (5) (course unit)

The student is able to tell in a versatile and meaningful way about himself, his daily plans, his free time, his hobbies and
graduate education. The student is able to present his / her apartment, place of residence and technical equipment in his / her field fluently.
The student is able to describe object geometry and numerical data without difficulty. The student has a good command of basic Swedish grammar.

Assessment scale

Pass/Fail

Objectives (course unit)

In this course, you review and learn basic mathematics, which you need to succeed in your studies and later in working life

As a student, you
• recognize the mathematical notations related to the subject areas and know how to use the most important of them
• know how to handle mathematical expressions that occur in technology
• can solve basic equations and formulas
• know how to use and apply the topics in technical problems
• are able to present and justify logically chosen solutions
• know how to evaluate the reasonableness and correctness of the solutions you make

Content (course unit)

• Calculation operations (e.g. calculation with fractions, order of calculation)
• Markings, xy coordinate system
• Power formulas
• Representing a number as a power of ten
• Unit conversions
• Forming and processing expressions
• 1st and 2nd degree equation
• Solving formulas
• A pair of equations
• Percentage calculation

Assessment criteria, satisfactory (1-2) (course unit)

Student:
• recognizes mathematical notations related to the subject areas and know how to use some of them
• can handle simple mathematical expressions in technology
• can solve simple equations that are similar to the examples presented
• can, under guidance, choose a mathematical model for a technical problem and solve the resulting equations with the help of the model
• the presentations and justifications of the chosen solutions may be incomplete
• there may be shortcomings in evaluating the reasonableness and correctness of the solutions made

Assessment criteria, good (3-4) (course unit)

Student:
• recognizes the mathematical notations related to the subject areas and know how to use the most important of them
• knows how to deal with mathematical expressions appearing in technology
• can solve basic equations and formulas
• knows how to use and apply the topics in technical problems
• is able to present and justify logically chosen solutions
• knows how to evaluate the reasonableness and correctness of the decisions he makes

Assessment criteria, excellent (5) (course unit)

In addition to the previous, the student has a comprehensive understanding of the subjects of the course and knows how to apply them to more demanding problems. The student has the ability to present and justify logically chosen solutions. Solutions are presented clearly and mathematical concepts are used precisely. The student is highly motivated and takes full responsibility for his own and the group's performance.

Assessment scale

0-5

Objectives (course unit)

After completing the course, the student is able to explain the progress of a construction project in the main phases, to classify the parties to the construction project and to explain their role during the various stages of the project. The student will be able to define different forms of construction project and identify general principles of contract practice in construction. The student knows the basic costing methods of construction and can calculate simple investment calculations. The student is able to identify entrepreneurship as one of the career paths and, if necessary, can search for additional information and help in starting his / her own business. The student is able to identify research problems and questions related to the field of construction production and economics and to find a solution using the methods of knowledge construction and innovation as well as the research approach.

Content (course unit)

Flow of the construction project, parties, forms and contract technology
Fundamentals of construction economy, basic methods of cost and investment calculations
Entrepreneurship and innovation in the construction sector

Assessment criteria, satisfactory (1-2) (course unit)

The student knows one method of investment calculation and understands the basic concepts of construction economics and is able to use it.
The student identifies the main phases and main parties of a construction project and identifies the basic implementation forms.

Assessment criteria, good (3-4) (course unit)

the student knows all methods of investment calculation
-the student can find out the economic situation of construction with the help of various information sources
- the student can use the basic concepts of construction economics in working life
- the student identifies the parties to the building project and knows the stages of the building project and their rough content
- the student is familiar with the implementation of construction

Assessment criteria, excellent (5) (course unit)

the student can apply the methods of investment calculation to practical situations
-the student is able to visualize the economic situation in construction
- the student can use the basic concepts of construction economics in working life
- the student identifies the parties to the building project and knows the stages of the building project and their rough content
- the student is familiar with the implementation of construction

Assessment scale

0-5

Objectives (course unit)

The student understands the whole life cycle of building information and product modeling and its benefits. The student knows and knows how to create and export a model produced in design until the construction site is completed. The student is able to make quantity lists, simulations and manage a project together with designers based on a data model.

Content (course unit)

BIM to improve the quality and efficiency of the construction process. Creating and utilizing the model in different ways. Structures, Quantity, Locations, Schedules, Purchasing, Logistics and Production Planning, and Model-Based Digital Documentation of Construction. Collision analysis from a composite model.

Assessment criteria, satisfactory (1-2) (course unit)

The student is able to identify and define the basics of the course and solve simple questions
applications that are similar to the tasks being handled.

Assessment criteria, good (3-4) (course unit)

In addition to the above, the student is able to choose the most suitable one by applying and comparing different options
policy and justify their choices.

Assessment criteria, excellent (5) (course unit)

In addition to the above, the student has a comprehensive understanding of the course topics and their use
problem solving; and the ability to present, analyze, and justify logically handled issues and methods of solution.

Assessment scale

0-5

Objectives (course unit)

The student understands the whole life cycle of building information and product modeling and its benefits. The student knows and knows how to create and export a model produced in design until the construction site is completed. The student is able to make quantity lists, simulations and manage a project together with designers based on a data model.

Content (course unit)

BIM to improve the quality and efficiency of the construction process. Creating and utilizing the model in different ways. Structures, Quantity, Locations, Schedules, Purchasing, Logistics and Production Planning, and Model-Based Digital Documentation of Construction. Collision analysis from a composite model.

Assessment criteria, satisfactory (1-2) (course unit)

The student is able to identify and define the basics of the course and solve simple questions
applications that are similar to the tasks being handled.

Assessment criteria, good (3-4) (course unit)

In addition to the above, the student is able to choose the most suitable one by applying and comparing different options
policy and justify their choices.

Assessment criteria, excellent (5) (course unit)

In addition to the above, the student has a comprehensive understanding of the course topics and their use
problem solving; and the ability to present, analyze, and justify logically handled issues and methods of solution.

Assessment scale

0-5

Objectives (course unit)

The student understands the whole life cycle of building information and product modeling and its benefits. The student knows and knows how to create and export a model produced in design until the construction site is completed. The student is able to make quantity lists, simulations and manage a project together with designers based on a data model.

Content (course unit)

BIM to improve the quality and efficiency of the construction process. Creating and utilizing the model in different ways. Structures, Quantity, Locations, Schedules, Purchasing, Logistics and Production Planning, and Model-Based Digital Documentation of Construction. Collision analysis from a composite model.

Assessment criteria, satisfactory (1-2) (course unit)

The student is able to identify and define the basics of the course and solve simple questions
applications that are similar to the tasks being handled.

Assessment criteria, good (3-4) (course unit)

In addition to the above, the student is able to choose the most suitable one by applying and comparing different options
policy and justify their choices.

Assessment criteria, excellent (5) (course unit)

In addition to the above, the student has a comprehensive understanding of the course topics and their use
problem solving; and the ability to present, analyze, and justify logically handled issues and methods of solution.

Assessment scale

0-5

Objectives (course unit)

The student understands the whole life cycle of building information and product modeling and its benefits. The student knows and knows how to create and export a model produced in design until the construction site is completed. The student is able to make quantity lists, simulations and manage a project together with designers based on a data model.

Content (course unit)

BIM to improve the quality and efficiency of the construction process. Creating and utilizing the model in different ways. Structures, Quantity, Locations, Schedules, Purchasing, Logistics and Production Planning, and Model-Based Digital Documentation of Construction. Collision analysis from a composite model.

Assessment criteria, satisfactory (1-2) (course unit)

The student is able to identify and define the basics of the course and solve simple questions
applications that are similar to the tasks being handled.

Assessment criteria, good (3-4) (course unit)

In addition to the above, the student is able to choose the most suitable one by applying and comparing different options
policy and justify their choices.

Assessment criteria, excellent (5) (course unit)

In addition to the above, the student has a comprehensive understanding of the course topics and their use
problem solving; and the ability to present, analyze, and justify logically handled issues and methods of solution.

Assessment scale

0-5

Objectives (course unit)

The student
can identify basic needs of the users and of the community which can be satisfied on building service systems
knows the basics of planning, construction and maintenance of heating, water, ventilation and electric techniques in buildings.
- can also read plans of building services engineering and identify devices mounted in buildings.
- is able to look for and to interpret the central sources of information such as regulations and instructions of the building service systems

Content (course unit)

Operating of HPVE systems and devices, various plans and symbols of building services engineering, legislation and orders of the authorities, basics of planning and construction of building services engineering in new building and renovation, operating and maintenance, energy efficiency and condition evaluation of HPVE systems.

Assessment criteria, satisfactory (1-2) (course unit)

The student is able to name the most important building systems and uses of a building. The student recognizes the main drawings of building design plans and interprets simple building design plans satisfactorily. The student identifies the main components of building systems. The student is able to name regulations concerning building systems.

Assessment criteria, good (3-4) (course unit)

The student is able to name the most common building systems in a building and describe their basic operating principles. The student will be able to interpret conventional building signs and designs. The student recognizes the most common components of building systems and the basic principles of their design and dimensioning. The student is able to name comprehensively regulations concerning building systems.

Assessment criteria, excellent (5) (course unit)

The student is able to name comprehensively the building systems of a building and describe their operating principles. The student is able to comprehensively interpret building design drawings and plans and is able to evaluate the energy efficiency of systems on a general level. The student thoroughly identifies the components of building systems and the basics of their design and dimensioning. The student is able to interpret the regulations concerning building systems.

Assessment scale

0-5

Objectives (course unit)

The students gain the basic skills regarding construction field and its siginificance in society. The students familiarise themselves with the organisations and companies and legislation of the industry. They gain more skills in becoming a professional in the field of construction.

Content (course unit)

Orientation week, introduction to UAS studies. Developmet of construction industry in Finland and internationally. Basic skills of well-being. Information sources of construction, land use and construction legislation. On-going construction sites and drawings. The students also take the test for the occupational safety card.

Assessment criteria, pass/fail (course unit)

Approved performance:
The student can list the parties to a construction project and the operators in the field.
The student knows how to define the structure of the real estate and construction industry.
The student knows the information sources and regulations in the field.
The student has a valid occupational safety card.

Assessment scale

Pass/Fail

Objectives (course unit)

The students gain the basic skills regarding construction field and its siginificance in society. The students familiarise themselves with the organisations and companies and legislation of the industry. They gain more skills in becoming a professional in the field of construction.

Content (course unit)

Orientation week, introduction to UAS studies. Developmet of construction industry in Finland and internationally. Basic skills of well-being. Information sources of construction, land use and construction legislation. On-going construction sites and drawings. The students also take the test for the occupational safety card.

Assessment criteria, pass/fail (course unit)

Approved performance:
The student can list the parties to a construction project and the operators in the field.
The student knows how to define the structure of the real estate and construction industry.
The student knows the information sources and regulations in the field.
The student has a valid occupational safety card.

Assessment scale

Pass/Fail

Objectives (course unit)

The students gain the basic skills regarding construction field and its siginificance in society. The students familiarise themselves with the organisations and companies and legislation of the industry. They gain more skills in becoming a professional in the field of construction.

Content (course unit)

Orientation week, introduction to UAS studies. Developmet of construction industry in Finland and internationally. Basic skills of well-being. Information sources of construction, land use and construction legislation. On-going construction sites and drawings. The students also take the test for the occupational safety card.

Assessment criteria, pass/fail (course unit)

Approved performance:
The student can list the parties to a construction project and the operators in the field.
The student knows how to define the structure of the real estate and construction industry.
The student knows the information sources and regulations in the field.
The student has a valid occupational safety card.

Assessment scale

Pass/Fail

Objectives (course unit)

The students gain the basic skills regarding construction field and its siginificance in society. The students familiarise themselves with the organisations and companies and legislation of the industry. They gain more skills in becoming a professional in the field of construction.

Content (course unit)

Orientation week, introduction to UAS studies. Developmet of construction industry in Finland and internationally. Basic skills of well-being. Information sources of construction, land use and construction legislation. On-going construction sites and drawings. The students also take the test for the occupational safety card.

Assessment criteria, pass/fail (course unit)

Approved performance:
The student can list the parties to a construction project and the operators in the field.
The student knows how to define the structure of the real estate and construction industry.
The student knows the information sources and regulations in the field.
The student has a valid occupational safety card.

Assessment scale

Pass/Fail

Objectives (course unit)

The student knows the general principles of structural design and knows the role of structural designer in a building project. The student knows the most common frame types and structural solutions of buildings. The student is able to determine the loads and load combinations on buildings and to understand the principle of structural security. The student knows the most common stiffening methods and understands the principles of stiffening of frame structures. The student knows the strength properties of the most important frame materials. The student is able to dimension the simplest concrete, wood and steel beams for bending and cutting in a fracture boundary space. He also knows the basics of buckling design. He understands the differences between fracture analysis and service limit state analysis. The student is familiar with the design markings used in structural design.

Content (course unit)

Basics and scope of structural design, laws and regulations, frame solutions and structural models, loads and load combining, structural reliability, structural properties of materials, basics of design of concrete, wood and steel structures and masonry structures, content of stiffening methods and stiffening principles,

Assessment criteria, satisfactory (1-2) (course unit)

The student is able to identify and define the basics of the course and solve simple questions
applications that are similar to the tasks being handled.

Assessment criteria, good (3-4) (course unit)

In addition to the above, the student is able to choose the most suitable one by applying and comparing different options
policy and justify their choices.

Assessment criteria, excellent (5) (course unit)

In addition to the above, the student has a comprehensive understanding of the course topics and their use
problem solving; and the ability to present, analyze, and justify logically handled issues and methods of solution.

Assessment scale

0-5

Objectives (course unit)

The student knows the general principles of structural design and knows the role of structural designer in a building project. The student knows the most common frame types and structural solutions of buildings. The student is able to determine the loads and load combinations on buildings and to understand the principle of structural security. The student knows the most common stiffening methods and understands the principles of stiffening of frame structures. The student knows the strength properties of the most important frame materials. The student is able to dimension the simplest concrete, wood and steel beams for bending and cutting in a fracture boundary space. He also knows the basics of buckling design. He understands the differences between fracture analysis and service limit state analysis. The student is familiar with the design markings used in structural design.

Content (course unit)

Basics and scope of structural design, laws and regulations, frame solutions and structural models, loads and load combining, structural reliability, structural properties of materials, basics of design of concrete, wood and steel structures and masonry structures, content of stiffening methods and stiffening principles,

Assessment criteria, satisfactory (1-2) (course unit)

The student is able to identify and define the basics of the course and solve simple questions
applications that are similar to the tasks being handled.

Assessment criteria, good (3-4) (course unit)

In addition to the above, the student is able to choose the most suitable one by applying and comparing different options
policy and justify their choices.

Assessment criteria, excellent (5) (course unit)

In addition to the above, the student has a comprehensive understanding of the course topics and their use
problem solving; and the ability to present, analyze, and justify logically handled issues and methods of solution.

Assessment scale

0-5

Objectives (course unit)

The student knows the general principles of structural design and knows the role of structural designer in a building project. The student knows the most common frame types and structural solutions of buildings. The student is able to determine the loads and load combinations on buildings and to understand the principle of structural security. The student knows the most common stiffening methods and understands the principles of stiffening of frame structures. The student knows the strength properties of the most important frame materials. The student is able to dimension the simplest concrete, wood and steel beams for bending and cutting in a fracture boundary space. He also knows the basics of buckling design. He understands the differences between fracture analysis and service limit state analysis. The student is familiar with the design markings used in structural design.

Content (course unit)

Basics and scope of structural design, laws and regulations, frame solutions and structural models, loads and load combining, structural reliability, structural properties of materials, basics of design of concrete, wood and steel structures and masonry structures, content of stiffening methods and stiffening principles,

Assessment criteria, satisfactory (1-2) (course unit)

The student is able to identify and define the basics of the course and solve simple questions
applications that are similar to the tasks being handled.

Assessment criteria, good (3-4) (course unit)

In addition to the above, the student is able to choose the most suitable one by applying and comparing different options
policy and justify their choices.

Assessment criteria, excellent (5) (course unit)

In addition to the above, the student has a comprehensive understanding of the course topics and their use
problem solving; and the ability to present, analyze, and justify logically handled issues and methods of solution.

Assessment scale

0-5

Objectives (course unit)

The student knows the general principles of structural design and knows the role of structural designer in a building project. The student knows the most common frame types and structural solutions of buildings. The student is able to determine the loads and load combinations on buildings and to understand the principle of structural security. The student knows the most common stiffening methods and understands the principles of stiffening of frame structures. The student knows the strength properties of the most important frame materials. The student is able to dimension the simplest concrete, wood and steel beams for bending and cutting in a fracture boundary space. He also knows the basics of buckling design. He understands the differences between fracture analysis and service limit state analysis. The student is familiar with the design markings used in structural design.

Content (course unit)

Basics and scope of structural design, laws and regulations, frame solutions and structural models, loads and load combining, structural reliability, structural properties of materials, basics of design of concrete, wood and steel structures and masonry structures, content of stiffening methods and stiffening principles,

Assessment criteria, satisfactory (1-2) (course unit)

The student is able to identify and define the basics of the course and solve simple questions
applications that are similar to the tasks being handled.

Assessment criteria, good (3-4) (course unit)

In addition to the above, the student is able to choose the most suitable one by applying and comparing different options
policy and justify their choices.

Assessment criteria, excellent (5) (course unit)

In addition to the above, the student has a comprehensive understanding of the course topics and their use
problem solving; and the ability to present, analyze, and justify logically handled issues and methods of solution.

Assessment scale

0-5

Objectives (course unit)

The student knows the general principles of structural design and knows the role of structural designer in a building project. The student knows the most common frame types and structural solutions of buildings. The student is able to determine the loads and load combinations on buildings and to understand the principle of structural security. The student knows the most common stiffening methods and understands the principles of stiffening of frame structures. The student knows the strength properties of the most important frame materials. The student is able to dimension the simplest concrete, wood and steel beams for bending and cutting in a fracture boundary space. He also knows the basics of buckling design. He understands the differences between fracture analysis and service limit state analysis. The student is familiar with the design markings used in structural design.

Content (course unit)

Basics and scope of structural design, laws and regulations, frame solutions and structural models, loads and load combining, structural reliability, structural properties of materials, basics of design of concrete, wood and steel structures and masonry structures, content of stiffening methods and stiffening principles,

Assessment criteria, satisfactory (1-2) (course unit)

The student is able to identify and define the basics of the course and solve simple questions
applications that are similar to the tasks being handled.

Assessment criteria, good (3-4) (course unit)

In addition to the above, the student is able to choose the most suitable one by applying and comparing different options
policy and justify their choices.

Assessment criteria, excellent (5) (course unit)

In addition to the above, the student has a comprehensive understanding of the course topics and their use
problem solving; and the ability to present, analyze, and justify logically handled issues and methods of solution.

Assessment scale

0-5

Objectives (course unit)

After completing the course the student knows the main structures used in single-family houses and their properties. He / she is able to choose the appropriate structures suitable for the object and modify them.
Detail design plays an important role. The details made must be of high quality and reasonably constructed and meet the requirements of eg Dry Chain10.
The student is familiar with the concepts of fire regulations and their use and can apply the requirements of fire regulations in the design of a P3 class building.
The student knows the requirements for building and maintenance safety and is able to take them into account in his / her work.

Content (course unit)

Single-family houses
• Types of framework system
• Types and methods of foundation and drying of foundations
• Underfloor: ground and ventilated
• Floor Structures
• Types and joints of the outer casing: wooden buildings (frame, CLT), ingot buildings, etc.
• Prefabricated wooden houses
• Roofs, steep outward drains, steel: molded and seamed, brick: concrete brick, ceramic brick, felt: felt plate and sealing seam
• Windows and doors
System of measurement
Fire regulations and fire design P3 class buildings
Operational and Maintenance Safety (1007/2017 Ministry of the Environment Decree on Building Operational Safety)
Detail planning exercise

Assessment criteria, satisfactory (1-2) (course unit)

The student can identify and define the most common structures of a single-family house, building materials and their properties. The student can choose suitable structures under guidance or based on a previous model. The student recognizes the details of the structures and knows how to choose suitable details for a single-family house with guidance or on the basis of a previous model, but does not know how to justify his choice. The student recognizes and knows how to define fire safety requirements.

Assessment criteria, good (3-4) (course unit)

The student can identify and define the most common structures of a single -family house, building materials and their properties and can structure the relationships between them. The student can choose suitable structures for a single-family house from the alternatives and justify his choice. The student recognizes and knows how to analyze the details of structures and choose the details suitable for a single-family house from the alternatives, justifying their choice. The student recognizes requirements related to fire safety in a single-family house.

Assessment criteria, excellent (5) (course unit)

The student can identify and define the most common structures of a single-family house, building materials and their properties and understand the effects of different options on the structures of a single-family house in a broad area. The student knows how to choose suitable structures for a single-family house by combining what he has learned, applying his choice creatively and with justification. The student has a comprehensive understanding of the details of structures and knows how to creatively select and apply details to a single-family house, justifying his solution. The student has a comprehensive understanding of requirements related to fire safety in a single-family house.

Assessment scale

0-5

Objectives (course unit)

After completing the course the student knows the main structures used in single-family houses and their properties. He / she is able to choose the appropriate structures suitable for the object and modify them.
Detail design plays an important role. The details made must be of high quality and reasonably constructed and meet the requirements of eg Dry Chain10.
The student is familiar with the concepts of fire regulations and their use and can apply the requirements of fire regulations in the design of a P3 class building.
The student knows the requirements for building and maintenance safety and is able to take them into account in his / her work.

Content (course unit)

Single-family houses
• Types of framework system
• Types and methods of foundation and drying of foundations
• Underfloor: ground and ventilated
• Floor Structures
• Types and joints of the outer casing: wooden buildings (frame, CLT), ingot buildings, etc.
• Prefabricated wooden houses
• Roofs, steep outward drains, steel: molded and seamed, brick: concrete brick, ceramic brick, felt: felt plate and sealing seam
• Windows and doors
System of measurement
Fire regulations and fire design P3 class buildings
Operational and Maintenance Safety (1007/2017 Ministry of the Environment Decree on Building Operational Safety)
Detail planning exercise

Assessment criteria, satisfactory (1-2) (course unit)

The student can identify and define the most common structures of a single-family house, building materials and their properties. The student can choose suitable structures under guidance or based on a previous model. The student recognizes the details of the structures and knows how to choose suitable details for a single-family house with guidance or on the basis of a previous model, but does not know how to justify his choice. The student recognizes and knows how to define fire safety requirements.

Assessment criteria, good (3-4) (course unit)

The student can identify and define the most common structures of a single -family house, building materials and their properties and can structure the relationships between them. The student can choose suitable structures for a single-family house from the alternatives and justify his choice. The student recognizes and knows how to analyze the details of structures and choose the details suitable for a single-family house from the alternatives, justifying their choice. The student recognizes requirements related to fire safety in a single-family house.

Assessment criteria, excellent (5) (course unit)

The student can identify and define the most common structures of a single-family house, building materials and their properties and understand the effects of different options on the structures of a single-family house in a broad area. The student knows how to choose suitable structures for a single-family house by combining what he has learned, applying his choice creatively and with justification. The student has a comprehensive understanding of the details of structures and knows how to creatively select and apply details to a single-family house, justifying his solution. The student has a comprehensive understanding of requirements related to fire safety in a single-family house.

Assessment scale

0-5

Objectives (course unit)

After completing the course the student knows the main structures used in single-family houses and their properties. He / she is able to choose the appropriate structures suitable for the object and modify them.
Detail design plays an important role. The details made must be of high quality and reasonably constructed and meet the requirements of eg Dry Chain10.
The student is familiar with the concepts of fire regulations and their use and can apply the requirements of fire regulations in the design of a P3 class building.
The student knows the requirements for building and maintenance safety and is able to take them into account in his / her work.

Content (course unit)

Single-family houses
• Types of framework system
• Types and methods of foundation and drying of foundations
• Underfloor: ground and ventilated
• Floor Structures
• Types and joints of the outer casing: wooden buildings (frame, CLT), ingot buildings, etc.
• Prefabricated wooden houses
• Roofs, steep outward drains, steel: molded and seamed, brick: concrete brick, ceramic brick, felt: felt plate and sealing seam
• Windows and doors
System of measurement
Fire regulations and fire design P3 class buildings
Operational and Maintenance Safety (1007/2017 Ministry of the Environment Decree on Building Operational Safety)
Detail planning exercise

Assessment criteria, satisfactory (1-2) (course unit)

The student can identify and define the most common structures of a single-family house, building materials and their properties. The student can choose suitable structures under guidance or based on a previous model. The student recognizes the details of the structures and knows how to choose suitable details for a single-family house with guidance or on the basis of a previous model, but does not know how to justify his choice. The student recognizes and knows how to define fire safety requirements.

Assessment criteria, good (3-4) (course unit)

The student can identify and define the most common structures of a single -family house, building materials and their properties and can structure the relationships between them. The student can choose suitable structures for a single-family house from the alternatives and justify his choice. The student recognizes and knows how to analyze the details of structures and choose the details suitable for a single-family house from the alternatives, justifying their choice. The student recognizes requirements related to fire safety in a single-family house.

Assessment criteria, excellent (5) (course unit)

The student can identify and define the most common structures of a single-family house, building materials and their properties and understand the effects of different options on the structures of a single-family house in a broad area. The student knows how to choose suitable structures for a single-family house by combining what he has learned, applying his choice creatively and with justification. The student has a comprehensive understanding of the details of structures and knows how to creatively select and apply details to a single-family house, justifying his solution. The student has a comprehensive understanding of requirements related to fire safety in a single-family house.

Assessment scale

0-5

Objectives (course unit)

After completing the course the student knows the main structures used in single-family houses and their properties. He / she is able to choose the appropriate structures suitable for the object and modify them.
Detail design plays an important role. The details made must be of high quality and reasonably constructed and meet the requirements of eg Dry Chain10.
The student is familiar with the concepts of fire regulations and their use and can apply the requirements of fire regulations in the design of a P3 class building.
The student knows the requirements for building and maintenance safety and is able to take them into account in his / her work.

Content (course unit)

Single-family houses
• Types of framework system
• Types and methods of foundation and drying of foundations
• Underfloor: ground and ventilated
• Floor Structures
• Types and joints of the outer casing: wooden buildings (frame, CLT), ingot buildings, etc.
• Prefabricated wooden houses
• Roofs, steep outward drains, steel: molded and seamed, brick: concrete brick, ceramic brick, felt: felt plate and sealing seam
• Windows and doors
System of measurement
Fire regulations and fire design P3 class buildings
Operational and Maintenance Safety (1007/2017 Ministry of the Environment Decree on Building Operational Safety)
Detail planning exercise

Assessment criteria, satisfactory (1-2) (course unit)

The student can identify and define the most common structures of a single-family house, building materials and their properties. The student can choose suitable structures under guidance or based on a previous model. The student recognizes the details of the structures and knows how to choose suitable details for a single-family house with guidance or on the basis of a previous model, but does not know how to justify his choice. The student recognizes and knows how to define fire safety requirements.

Assessment criteria, good (3-4) (course unit)

The student can identify and define the most common structures of a single -family house, building materials and their properties and can structure the relationships between them. The student can choose suitable structures for a single-family house from the alternatives and justify his choice. The student recognizes and knows how to analyze the details of structures and choose the details suitable for a single-family house from the alternatives, justifying their choice. The student recognizes requirements related to fire safety in a single-family house.

Assessment criteria, excellent (5) (course unit)

The student can identify and define the most common structures of a single-family house, building materials and their properties and understand the effects of different options on the structures of a single-family house in a broad area. The student knows how to choose suitable structures for a single-family house by combining what he has learned, applying his choice creatively and with justification. The student has a comprehensive understanding of the details of structures and knows how to creatively select and apply details to a single-family house, justifying his solution. The student has a comprehensive understanding of requirements related to fire safety in a single-family house.

Location and time

Announced in Moodle

Exam schedules

Will be announced during the course

Assessment methods and criteria

Exam
Course attendance and active attitude in classrooms
Assignments

Assessment scale

0-5

Teaching methods

Class room learning
Self study

Learning materials

Announced in Moodle

Student workload

27 h / credit

Content scheduling

Will be announced in moodle

Completion alternatives

no alternative ways

Practical training and working life cooperation

According to situation

Objectives (course unit)

After completing the course, the student learns to calculate the loads on buildings, self-weight of structures, snow load, useful load and wind load in accordance with the Eurocode.
After completing the course, the student masters the basic concepts of statics, free-body images of structures, support reactions, equilibrium equations, stresses and their resultants and effects. The student understands what the different forms of stress mean. The student controls statically determined structures and knows how to determine their stress patterns and the stresses to be dimensioned. He can calculate and draw the stresses of a single-span and cantilever beam.

Content (course unit)

Basic concepts of statics, basic laws of mechanics and force vector. The resultant and components of the force acting on the particle and the equilibrium of the particle. Force system of a rigid body
reduction, load types, support methods, structural model, balance, support reactions and strain patterns.
Simple beams, strain patterns.
Practice work

Assessment criteria, satisfactory (1-2) (course unit)

The student understands the generation of loads and knows how to calculate loads.
The student knows the basics of the course and solves the stresses of simple structures.
The student understands the basics of statics and can calculate stresses and can draw stress patterns for simple structures.

Assessment criteria, good (3-4) (course unit)

The student understands well the generation of loads and understands the transfer of loads down to the base soil. The student knows how to calculate the loads on various structures.
The student understands well the basic concepts of statics and can calculate stresses well and can draw stress patterns for simple structures well.
The student can justify the things he has calculated.

Assessment criteria, excellent (5) (course unit)

The student fully understands the generation of loads and fully understands the transfer of loads along structures down to the base soil. The student can fully calculate loads on structures.
The student fully understands the basic concepts of statics and can fully calculate stresses and can fully draw stress patterns for simple structures.
The student can justify all the things he has calculated.

Assessment scale

0-5

Objectives (course unit)

After completing the course, the student learns to calculate the loads on buildings, self-weight of structures, snow load, useful load and wind load in accordance with the Eurocode.
After completing the course, the student masters the basic concepts of statics, free-body images of structures, support reactions, equilibrium equations, stresses and their resultants and effects. The student understands what the different forms of stress mean. The student controls statically determined structures and knows how to determine their stress patterns and the stresses to be dimensioned. He can calculate and draw the stresses of a single-span and cantilever beam.

Content (course unit)

Basic concepts of statics, basic laws of mechanics and force vector. The resultant and components of the force acting on the particle and the equilibrium of the particle. Force system of a rigid body
reduction, load types, support methods, structural model, balance, support reactions and strain patterns.
Simple beams, strain patterns.
Practice work

Assessment criteria, satisfactory (1-2) (course unit)

The student understands the generation of loads and knows how to calculate loads.
The student knows the basics of the course and solves the stresses of simple structures.
The student understands the basics of statics and can calculate stresses and can draw stress patterns for simple structures.

Assessment criteria, good (3-4) (course unit)

The student understands well the generation of loads and understands the transfer of loads down to the base soil. The student knows how to calculate the loads on various structures.
The student understands well the basic concepts of statics and can calculate stresses well and can draw stress patterns for simple structures well.
The student can justify the things he has calculated.

Assessment criteria, excellent (5) (course unit)

The student fully understands the generation of loads and fully understands the transfer of loads along structures down to the base soil. The student can fully calculate loads on structures.
The student fully understands the basic concepts of statics and can fully calculate stresses and can fully draw stress patterns for simple structures.
The student can justify all the things he has calculated.

Assessment scale

0-5

Objectives (course unit)

After completing the course, the student learns to calculate the loads on buildings, self-weight of structures, snow load, useful load and wind load in accordance with the Eurocode.
After completing the course, the student masters the basic concepts of statics, free-body images of structures, support reactions, equilibrium equations, stresses and their resultants and effects. The student understands what the different forms of stress mean. The student controls statically determined structures and knows how to determine their stress patterns and the stresses to be dimensioned. He can calculate and draw the stresses of a single-span and cantilever beam.

Content (course unit)

Basic concepts of statics, basic laws of mechanics and force vector. The resultant and components of the force acting on the particle and the equilibrium of the particle. Force system of a rigid body
reduction, load types, support methods, structural model, balance, support reactions and strain patterns.
Simple beams, strain patterns.
Practice work

Assessment criteria, satisfactory (1-2) (course unit)

The student understands the generation of loads and knows how to calculate loads.
The student knows the basics of the course and solves the stresses of simple structures.
The student understands the basics of statics and can calculate stresses and can draw stress patterns for simple structures.

Assessment criteria, good (3-4) (course unit)

The student understands well the generation of loads and understands the transfer of loads down to the base soil. The student knows how to calculate the loads on various structures.
The student understands well the basic concepts of statics and can calculate stresses well and can draw stress patterns for simple structures well.
The student can justify the things he has calculated.

Assessment criteria, excellent (5) (course unit)

The student fully understands the generation of loads and fully understands the transfer of loads along structures down to the base soil. The student can fully calculate loads on structures.
The student fully understands the basic concepts of statics and can fully calculate stresses and can fully draw stress patterns for simple structures.
The student can justify all the things he has calculated.

Assessment scale

0-5

Objectives (course unit)

After completing the course, the student learns to calculate the loads on buildings, self-weight of structures, snow load, useful load and wind load in accordance with the Eurocode.
After completing the course, the student masters the basic concepts of statics, free-body images of structures, support reactions, equilibrium equations, stresses and their resultants and effects. The student understands what the different forms of stress mean. The student controls statically determined structures and knows how to determine their stress patterns and the stresses to be dimensioned. He can calculate and draw the stresses of a single-span and cantilever beam.

Content (course unit)

Basic concepts of statics, basic laws of mechanics and force vector. The resultant and components of the force acting on the particle and the equilibrium of the particle. Force system of a rigid body
reduction, load types, support methods, structural model, balance, support reactions and strain patterns.
Simple beams, strain patterns.
Practice work

Assessment criteria, satisfactory (1-2) (course unit)

The student understands the generation of loads and knows how to calculate loads.
The student knows the basics of the course and solves the stresses of simple structures.
The student understands the basics of statics and can calculate stresses and can draw stress patterns for simple structures.

Assessment criteria, good (3-4) (course unit)

The student understands well the generation of loads and understands the transfer of loads down to the base soil. The student knows how to calculate the loads on various structures.
The student understands well the basic concepts of statics and can calculate stresses well and can draw stress patterns for simple structures well.
The student can justify the things he has calculated.

Assessment criteria, excellent (5) (course unit)

The student fully understands the generation of loads and fully understands the transfer of loads along structures down to the base soil. The student can fully calculate loads on structures.
The student fully understands the basic concepts of statics and can fully calculate stresses and can fully draw stress patterns for simple structures.
The student can justify all the things he has calculated.

Assessment scale

0-5

Objectives (course unit)

The students familiarise themselves with the technical implementation of construction design, and learn about different types of building types and how they fit their environment. The students are able to include construction desing into a building construction project and understand the basics of architectural design.

Content (course unit)

The progress and position of architectural design in the design organisation. The qualifications of designers. Main designer. Choosing designers. Documents and their tasks. Permits, construction permit – documents and permit procedure. Interpreting plans, permitted building volume calculations. Construction design legislations. Orders and instructions. Exits. Taking handicapped and the elderly into account when designing. Width calculations. Basic of flat design (flats, room spaces etc.). Life cycle and senior housing. Types of buildings (single-family houses, blocks of flats). Changes in usage, modernisations. The relationship between the building and its environment, architectural quality of the façade and city image. Complementary building. Different types of buildings and their possibilities (markets, schools, day-care centres, office buildings, residence for the elderly, health care centres etc.)

Assessment criteria, satisfactory (1-2) (course unit)

The student is able to identify and define the basics of the course and solve simple questions
applications that are similar to the tasks being handled

Assessment criteria, good (3-4) (course unit)

In addition to the above, the student is able to choose the most suitable one by applying and comparing different options
policy and justify their choices

Assessment criteria, excellent (5) (course unit)

In addition to the above, the student has a comprehensive understanding of the course topics and their use
problem solving; and the ability to present, analyze, and justify logically handled issues and methods of solution.

Assessment scale

0-5

Objectives (course unit)

The students familiarise themselves with the technical implementation of construction design, and learn about different types of building types and how they fit their environment. The students are able to include construction desing into a building construction project and understand the basics of architectural design.

Content (course unit)

The progress and position of architectural design in the design organisation. The qualifications of designers. Main designer. Choosing designers. Documents and their tasks. Permits, construction permit – documents and permit procedure. Interpreting plans, permitted building volume calculations. Construction design legislations. Orders and instructions. Exits. Taking handicapped and the elderly into account when designing. Width calculations. Basic of flat design (flats, room spaces etc.). Life cycle and senior housing. Types of buildings (single-family houses, blocks of flats). Changes in usage, modernisations. The relationship between the building and its environment, architectural quality of the façade and city image. Complementary building. Different types of buildings and their possibilities (markets, schools, day-care centres, office buildings, residence for the elderly, health care centres etc.)

Assessment criteria, satisfactory (1-2) (course unit)

The student is able to identify and define the basics of the course and solve simple questions
applications that are similar to the tasks being handled

Assessment criteria, good (3-4) (course unit)

In addition to the above, the student is able to choose the most suitable one by applying and comparing different options
policy and justify their choices

Assessment criteria, excellent (5) (course unit)

In addition to the above, the student has a comprehensive understanding of the course topics and their use
problem solving; and the ability to present, analyze, and justify logically handled issues and methods of solution.

Assessment scale

0-5

Objectives (course unit)

The students familiarise themselves with the technical implementation of construction design, and learn about different types of building types and how they fit their environment. The students are able to include construction desing into a building construction project and understand the basics of architectural design.

Content (course unit)

The progress and position of architectural design in the design organisation. The qualifications of designers. Main designer. Choosing designers. Documents and their tasks. Permits, construction permit – documents and permit procedure. Interpreting plans, permitted building volume calculations. Construction design legislations. Orders and instructions. Exits. Taking handicapped and the elderly into account when designing. Width calculations. Basic of flat design (flats, room spaces etc.). Life cycle and senior housing. Types of buildings (single-family houses, blocks of flats). Changes in usage, modernisations. The relationship between the building and its environment, architectural quality of the façade and city image. Complementary building. Different types of buildings and their possibilities (markets, schools, day-care centres, office buildings, residence for the elderly, health care centres etc.)

Assessment criteria, satisfactory (1-2) (course unit)

The student is able to identify and define the basics of the course and solve simple questions
applications that are similar to the tasks being handled

Assessment criteria, good (3-4) (course unit)

In addition to the above, the student is able to choose the most suitable one by applying and comparing different options
policy and justify their choices

Assessment criteria, excellent (5) (course unit)

In addition to the above, the student has a comprehensive understanding of the course topics and their use
problem solving; and the ability to present, analyze, and justify logically handled issues and methods of solution.

Location and time

According to the reading schedule and TUNI Moodle.

Exam schedules

Let's agree at the beginning of the study period.

Assessment methods and criteria

TAMK's general evaluation criteria are followed.

Assessment scale

0-5

Teaching methods

Face-to-face teaching, design assignments carried out individually or in pairs using AC design programs, exam.

Learning materials

Moodle lecture material, RT cards and websites are used as learning material.

Student workload

Face-to-face teaching + independent / pair work. The scope of the course is 4 credits, the student's workload is about 27 h / credit.

Content scheduling

The role and responsibilities of the architect and chief designer in the project.
Designers' qualifications and selection criteria.
Documents and their functions.
Construction permit process, plan interpretation and building right and scope calculations.
Laws, regulations and instructions concerning building design.
Considering accessibility in planning.
Basics of apartment and yard planning (rooms, passageways, etc.).
Building types (small houses, apartment buildings, public buildings).
Changes of purpose, modernizations and additional construction.
The relationship of the building to the environment, the architectural quality of the facade and the cityscape.

Completion alternatives

Is not.

Practical training and working life cooperation

Guest lecturers and site visits where possible.

International connections

Lectures by international exchange teachers whenever possible.

Further information

Study course materials in TUNI Moodle.

Objectives (course unit)

The student is able to calculate heat transfer and factors affecting the energy efficiency of a building and structures by calculations.
The student is able to estimate the moisture loads of a building and structures and is able to use calculations to examine the moisture transfer in structures. The student understands the basics of thermal and humidity engineering and design of basic structures. The student understands the steps and significance of the building moisture management process.
The student knows the indirect risk factors of humidity for health as well as other central factors affecting indoor air quality.
The student understands the basics of the sound engineering of structures.
The student is familiar with building physical measurement methods.

Content (course unit)

Forms of heat transfer.
Thermal and moisture technical properties of materials.
Calculation of U-values ​​of structures and equalization calculation of a building.
Basics of E-number calculation.
Forms of moisture transfer and moisture loads.
Evaluation of wetting and drying of structures.
Thermal and humidity engineering of structures.
Humidity and temperature distributions of structures.
Principles of thermal and moisture engineering design of structures.
Moisture management at different stages of the project.
Airflow control and the importance of jacket airtightness.
Physical measurement methods for structures and spaces.
Factors affecting the indoor air quality of a building.
Fundamentals of building sound technology (airborne sound insulation, step sound insulation, facade sound insulation, basics of room acoustics, basics of noise control).
Key industry regulations and guidelines.
Lesson exercises and assignment.

Assessment criteria, satisfactory (1-2) (course unit)

The student has a lot of absences. Activity in contact hours and task performance is weak.
The student has difficulties in perceiving the basic ideas of the topic and therefore it is difficult to apply what has been learned to practical work. In the performance of the tasks, the reasoning is fickle and there are shortcomings in the previously learned knowledge. The documentation of the tasks is modest.

Assessment criteria, good (3-4) (course unit)

The student has few absences. Activity during contact hours and tasks is good.
The work progresses consistently during the course. The student outlines the basic ideas of the topic of the course and is able to apply what he / she has learned to the practical work and is able to explain the reasons and consequences of the choices made in professional performance. The documentation of the tasks is of a standard level.

Assessment criteria, excellent (5) (course unit)

The student has actively and constructively participated in the teaching.
The student perceives the things taught in the course as well as previously learned and is able to apply what he / she has learned in a versatile and creative way to practical work. The student is able to explain and justify expertly and professionally the reasons and consequences of the choices made in the performance of the tasks. The documentation of the tasks is professional.

Assessment scale

0-5

Objectives (course unit)

The student is able to calculate heat transfer and factors affecting the energy efficiency of a building and structures by calculations.
The student is able to estimate the moisture loads of a building and structures and is able to use calculations to examine the moisture transfer in structures. The student understands the basics of thermal and humidity engineering and design of basic structures. The student understands the steps and significance of the building moisture management process.
The student knows the indirect risk factors of humidity for health as well as other central factors affecting indoor air quality.
The student understands the basics of the sound engineering of structures.
The student is familiar with building physical measurement methods.

Content (course unit)

Forms of heat transfer.
Thermal and moisture technical properties of materials.
Calculation of U-values ​​of structures and equalization calculation of a building.
Basics of E-number calculation.
Forms of moisture transfer and moisture loads.
Evaluation of wetting and drying of structures.
Thermal and humidity engineering of structures.
Humidity and temperature distributions of structures.
Principles of thermal and moisture engineering design of structures.
Moisture management at different stages of the project.
Airflow control and the importance of jacket airtightness.
Physical measurement methods for structures and spaces.
Factors affecting the indoor air quality of a building.
Fundamentals of building sound technology (airborne sound insulation, step sound insulation, facade sound insulation, basics of room acoustics, basics of noise control).
Key industry regulations and guidelines.
Lesson exercises and assignment.

Assessment criteria, satisfactory (1-2) (course unit)

The student has a lot of absences. Activity in contact hours and task performance is weak.
The student has difficulties in perceiving the basic ideas of the topic and therefore it is difficult to apply what has been learned to practical work. In the performance of the tasks, the reasoning is fickle and there are shortcomings in the previously learned knowledge. The documentation of the tasks is modest.

Assessment criteria, good (3-4) (course unit)

The student has few absences. Activity during contact hours and tasks is good.
The work progresses consistently during the course. The student outlines the basic ideas of the topic of the course and is able to apply what he / she has learned to the practical work and is able to explain the reasons and consequences of the choices made in professional performance. The documentation of the tasks is of a standard level.

Assessment criteria, excellent (5) (course unit)

The student has actively and constructively participated in the teaching.
The student perceives the things taught in the course as well as previously learned and is able to apply what he / she has learned in a versatile and creative way to practical work. The student is able to explain and justify expertly and professionally the reasons and consequences of the choices made in the performance of the tasks. The documentation of the tasks is professional.

Assessment scale

0-5

Objectives (course unit)

The student is able to calculate heat transfer and factors affecting the energy efficiency of a building and structures by calculations.
The student is able to estimate the moisture loads of a building and structures and is able to use calculations to examine the moisture transfer in structures. The student understands the basics of thermal and humidity engineering and design of basic structures. The student understands the steps and significance of the building moisture management process.
The student knows the indirect risk factors of humidity for health as well as other central factors affecting indoor air quality.
The student understands the basics of the sound engineering of structures.
The student is familiar with building physical measurement methods.

Content (course unit)

Forms of heat transfer.
Thermal and moisture technical properties of materials.
Calculation of U-values ​​of structures and equalization calculation of a building.
Basics of E-number calculation.
Forms of moisture transfer and moisture loads.
Evaluation of wetting and drying of structures.
Thermal and humidity engineering of structures.
Humidity and temperature distributions of structures.
Principles of thermal and moisture engineering design of structures.
Moisture management at different stages of the project.
Airflow control and the importance of jacket airtightness.
Physical measurement methods for structures and spaces.
Factors affecting the indoor air quality of a building.
Fundamentals of building sound technology (airborne sound insulation, step sound insulation, facade sound insulation, basics of room acoustics, basics of noise control).
Key industry regulations and guidelines.
Lesson exercises and assignment.

Assessment criteria, satisfactory (1-2) (course unit)

The student has a lot of absences. Activity in contact hours and task performance is weak.
The student has difficulties in perceiving the basic ideas of the topic and therefore it is difficult to apply what has been learned to practical work. In the performance of the tasks, the reasoning is fickle and there are shortcomings in the previously learned knowledge. The documentation of the tasks is modest.

Assessment criteria, good (3-4) (course unit)

The student has few absences. Activity during contact hours and tasks is good.
The work progresses consistently during the course. The student outlines the basic ideas of the topic of the course and is able to apply what he / she has learned to the practical work and is able to explain the reasons and consequences of the choices made in professional performance. The documentation of the tasks is of a standard level.

Assessment criteria, excellent (5) (course unit)

The student has actively and constructively participated in the teaching.
The student perceives the things taught in the course as well as previously learned and is able to apply what he / she has learned in a versatile and creative way to practical work. The student is able to explain and justify expertly and professionally the reasons and consequences of the choices made in the performance of the tasks. The documentation of the tasks is professional.

Assessment scale

0-5

Objectives (course unit)

The students learn to understand the use of numerical methods in structural mechanics and the basis of matrix operations used. They can formulate elements of simple truss, beam and frame, their stiffness matrixes and solve basic matrix equations of structure. The students are able to analyze steel structures by using 3D computer programs.

Content (course unit)

Introduction to the finite element method (FEM). Different element types and coordinate systems used in structures. Truss, beam and plane frame analysis using the stiffness method. Matrix algebra for structural analysis, basic operations. Modelling, loading and analyzing steel structure by using computer program.

Prerequisites (course unit)

The student has completed courses Structural Mechanics 5 cr, Basics of Statics 5 cr and Structural Mechanics and Methods 5 cr or has equivalent knowledge.

Assessment criteria, satisfactory (1-2) (course unit)

The student is able to identify and define the basics of the course and solve simple questions applications that are similar to the tasks being handled.

Assessment criteria, good (3-4) (course unit)

In addition to the above, the student is able to choose the most suitable one by applying and comparing different options policy and justify their choices.

Assessment criteria, excellent (5) (course unit)

In addition to the above, the student has a comprehensive understanding of the course topics and their use problem solving; and the ability to present, analyze, and justify logically handled issues and methods of solution.

Assessment scale

0-5

Objectives (course unit)

The students learn to plan and carry out condition evaluation of concrete facades and balconies.

Content (course unit)

The project, which is carried out as small group work, includes the condition study, repair planning and construction documents for the actual site, a cost calculation from the documents produced by the other group, and a presentation of the results to the repair site representative.

Prerequisites (course unit)

Admission to the course requires the passing of an examination at the beginning of the course. The material for the examination will be the BY 42 Concrete Facade Fitness Survey (current publication) and other separately designated material.

Further information (course unit)

Teaching methods: Project work, exam is held if necessary.
Language of instruction: Finnish.

Assessment criteria, satisfactory (1-2) (course unit)

The project team has not worked professionally, the materials contained in the documents produced by the team have not been made and do not fully meet the basic professional requirements.

Assessment criteria, good (3-4) (course unit)

The project team has worked professionally and the contents of the documents produced by the team meet the basic professional requirements.

Assessment criteria, excellent (5) (course unit)

The project team has worked with high quality and professionalism. Credits meet
professional requirements and are of high quality.

Assessment scale

0-5

Objectives (course unit)

The student knows the components of concrete and their properties and environmental effects. The student knows the durability factors of concrete structures and the general quality requirements of concrete technology, as well as the methods of proving suitability. The student knows the most important properties of concrete mass and hardened concrete, as well as the factors affecting them. The student is able to design concrete composition for different types of purposes and make necessary corrections to the obtained composition. The student masters the basics of concrete structure preservation and knows the general quality system of concrete technology, as well as the methods of demonstration of validity. The student is familiar with different types of concrete, as well as methods of concreting and understands the uniqueness of concrete work in different circumstances. The student understands the strength development of concrete, as well as the correlation between quality and conditions at the principle level.

Content (course unit)

History and constituents of concrete. Aggregates, their combination and quality criteria, cements and their manufacturing and properties. Concrete mass criteria, action and proportion. Bonding and curing of the mass. Casting and Basics of Mold Technology. Exposure classes, effect of conditions and damage mechanism. Winter concreting and maturity calculation. Criteria and principles for reinforcement and concrete cooperation. Special concretes and concreting, as well as flooring and basics of cast and prefabricated technology. Impact of concrete on built environment and prefabricated construction. Circular economy and concrete ecology. Laboratory exercises and reporting.

Assessment criteria, satisfactory (1-2) (course unit)

The student knows how to make concrete and knows its basic properties, as well as mastering the usual use of concrete. Under guidance, the student can proportion concrete. The student recognizes the challenges of stress classes and winter construction, as well as the need for aftercare. The student recognizes the requirements of mold technology.

Assessment criteria, good (3-4) (course unit)

In addition to the previous one, the student knows how to choose the most suitable concrete quality and implementation method from different options and define the basis for their choices. In addition, the student recognizes the requirements and restrictions on the use of concrete set by different structures. The student recognizes and knows how to define the use of special masses and concreting methods and the correct aftercare.

Assessment criteria, excellent (5) (course unit)

In addition to the previous one, the student has a comprehensive understanding of the subjects of the course and understands the material properties of concrete and its use in all situations. The student knows how to versatilely choose the most suitable concrete mass and flow for different purposes, and controls the aftercare and quality as well as strength development.

Assessment scale

0-5

Objectives (course unit)

The student gets a deeper understanding of concrete's material properties and working methods, so that he/ she can take their requirements into account in challenging production sites.

Content (course unit)

Winter construction, shrinkage and creep, mass selection, floor concretes, aftercare, molds and concrete casting, as well as special issues of concreting and materials science.

Prerequisites (course unit)

Concrete Technology, 5 cr

Further information (course unit)

Literature: By 201 and Betoninormit, handouts distributed by the teacher.
Teaching methods. Lectures, laboratory work and activating exercises.

Assessment scale

0-5

Objectives (course unit)

The student knows the construction stages of a conventional construction site and the production methods involved. They will be able to use general job planning files in the industry and use them to make site-specific production plans. The student is able to design and select production methods and construction machines suitable for work phases, taking into account productivity and occupational safety aspects.

Content (course unit)

Site construction, construction and foundation phase, frame and supplementary component phase and interior fabrication phase. Design of production methods for the construction stages. Comparison and selection of work methods for work types based on production files. Uses and selection criteria for construction machinery and equipment. Occupational safety management at the construction site.

Assessment criteria, satisfactory (1-2) (course unit)

The student recognizes the stages of construction of a conventional construction site. He recognizes site-specific production plans. The student is able to retrieve information from generalized production files and use them to design individual tasks.

Assessment criteria, good (3-4) (course unit)

In addition to the above, the student is familiar with the production methods of assignments related to construction stages. He / she can use industry information sources and, under his / her guidance, draw up key site-specific production plans (eg area plan, element installation plan)

Assessment criteria, excellent (5) (course unit)

In addition to the above, you will be able to retrieve source information from general sources and make techno-economical calculations based on them, to explore alternative production methods and to choose the right methods, equipment and resources for each task, taking into account productivity, safety and quality.

Assessment scale

0-5

Objectives (course unit)

The student knows the construction stages of a conventional construction site and the production methods involved. They will be able to use general job planning files in the industry and use them to make site-specific production plans. The student is able to design and select production methods and construction machines suitable for work phases, taking into account productivity and occupational safety aspects.

Content (course unit)

Site construction, construction and foundation phase, frame and supplementary component phase and interior fabrication phase. Design of production methods for the construction stages. Comparison and selection of work methods for work types based on production files. Uses and selection criteria for construction machinery and equipment. Occupational safety management at the construction site.

Assessment criteria, satisfactory (1-2) (course unit)

The student recognizes the stages of construction of a conventional construction site. He recognizes site-specific production plans. The student is able to retrieve information from generalized production files and use them to design individual tasks.

Assessment criteria, good (3-4) (course unit)

In addition to the above, the student is familiar with the production methods of assignments related to construction stages. He / she can use industry information sources and, under his / her guidance, draw up key site-specific production plans (eg area plan, element installation plan)

Assessment criteria, excellent (5) (course unit)

In addition to the above, you will be able to retrieve source information from general sources and make techno-economical calculations based on them, to explore alternative production methods and to choose the right methods, equipment and resources for each task, taking into account productivity, safety and quality.

Assessment scale

0-5

Objectives (course unit)

The student knows the construction stages of a conventional construction site and the production methods involved. They will be able to use general job planning files in the industry and use them to make site-specific production plans. The student is able to design and select production methods and construction machines suitable for work phases, taking into account productivity and occupational safety aspects.

Content (course unit)

Site construction, construction and foundation phase, frame and supplementary component phase and interior fabrication phase. Design of production methods for the construction stages. Comparison and selection of work methods for work types based on production files. Uses and selection criteria for construction machinery and equipment. Occupational safety management at the construction site.

Assessment criteria, satisfactory (1-2) (course unit)

The student recognizes the stages of construction of a conventional construction site. He recognizes site-specific production plans. The student is able to retrieve information from generalized production files and use them to design individual tasks.

Assessment criteria, good (3-4) (course unit)

In addition to the above, the student is familiar with the production methods of assignments related to construction stages. He / she can use industry information sources and, under his / her guidance, draw up key site-specific production plans (eg area plan, element installation plan)

Assessment criteria, excellent (5) (course unit)

In addition to the above, you will be able to retrieve source information from general sources and make techno-economical calculations based on them, to explore alternative production methods and to choose the right methods, equipment and resources for each task, taking into account productivity, safety and quality.

Assessment scale

0-5

Objectives (course unit)

The student knows the construction stages of a conventional construction site and the production methods involved. They will be able to use general job planning files in the industry and use them to make site-specific production plans. The student is able to design and select production methods and construction machines suitable for work phases, taking into account productivity and occupational safety aspects.

Content (course unit)

Site construction, construction and foundation phase, frame and supplementary component phase and interior fabrication phase. Design of production methods for the construction stages. Comparison and selection of work methods for work types based on production files. Uses and selection criteria for construction machinery and equipment. Occupational safety management at the construction site.

Assessment criteria, satisfactory (1-2) (course unit)

The student recognizes the stages of construction of a conventional construction site. He recognizes site-specific production plans. The student is able to retrieve information from generalized production files and use them to design individual tasks.

Assessment criteria, good (3-4) (course unit)

In addition to the above, the student is familiar with the production methods of assignments related to construction stages. He / she can use industry information sources and, under his / her guidance, draw up key site-specific production plans (eg area plan, element installation plan)

Assessment criteria, excellent (5) (course unit)

In addition to the above, you will be able to retrieve source information from general sources and make techno-economical calculations based on them, to explore alternative production methods and to choose the right methods, equipment and resources for each task, taking into account productivity, safety and quality.

Assessment scale

0-5

Objectives (course unit)

The aim of the course is to introduce the different tasks of construction process so that the students are able to work in different tasks during a construction process.

Content (course unit)

Designing and implementing a civil engineering project from different viewpoints, design contracts, KSE95, YSE98, different construction models of civil engineering and their contract law. Public acquisitions, organising a competitive bidding and organising the payments for a piece-work. The most common reasons for disputes, avoiding and settling disputes, court cases.

Assessment criteria, satisfactory (1-2) (course unit)

- The student knows what the builder's job description is.
- The student knows what matters are in the documents of a small-scale contract and is able to compete using the completed forms of the contract.
- The student knows the most important content of YSE
- The student is able to list typical risks of an infrastructure construction project.
- The student knows who the public procurement law applies to and its principles.

Assessment criteria, good (3-4) (course unit)

- The student understands what the builder's task involves and is able to apply what he or she has learned.
- The student understands the significance of contract documents and is able to compete for a contract.
- The student understands the core content of YSE and its impact on different parties.
- The student is able to evaluate the main risks of the project on the basis of plan drawings and site visits.
- The student is able to list tasks related to design.
- The student can apply the principles of public procurement law in practice.

Assessment criteria, excellent (5) (course unit)

- In addition to the above, the student has a comprehensive understanding of the course topics and their use in problem solving as well as the ability to present, analyze and justify logical solutions.

Assessment scale

0-5

Objectives (course unit)

The students become familiar with the measuring of water and energy consumption in buildings, the facts affecting the consumption and the certificates of a building's energy efficiency.

Content (course unit)

Measuring of water and energy consumption in buildings, water and energy consumption assessment, building,s theoretical energy consumption, tools for energy saving and the certificates of building's energy efficiency.

Assessment criteria, satisfactory (1-2) (course unit)

The student is familiar with the calculation procedure for the E-number of a building and the equalization calculation of energy consumption, as well as the official regulations governing renovation construction. He knows the key factors influencing the energy consumption of a building and is able to apply them with assistance in the planning and implementation of energy savings.

Assessment criteria, good (3-4) (course unit)

The student is familiar with the official regulations concerning the energy consumption of buildings and the calculation of the E-number and is able to apply them in the equalization calculation of the energy consumption of a conventional building, in the preparation of an energy certificate and in the planning of renovation construction. He knows the key factors influencing the energy consumption of a building and is able to apply them profitably in the planning and implementation of energy savings in a building.

Assessment criteria, excellent (5) (course unit)

The student is well acquainted with the official regulations concerning the energy consumption of buildings and the calculation of the E-number and is able to apply them independently in the equalization calculation of energy consumption, the preparation of an energy certificate and the planning of renovation construction. He knows the building factors influencing energy consumption and is able to apply them profitably in the planning and implementation of energy savings in a building.

Assessment scale

0-5

Objectives (course unit)

The student is able to select an up-to-date quantity measurement instruction used in infrastructure construction and is able to read and apply it when making quantitative calculations. The student is able to make a cost estimate based on a completed quantity list when using any software in the field. The student is able to make a resource based cost estimate and can calculate a cost estimate for different work stages based on capacity and price data. The student knows the most important content of YSE. The student is able to explain the contract forms and their main differences. The student is able to list the types of risks involved in projects. After completing the course, the student will be prepared for cost accounting tasks related to the finance of a construction project in a construction and construction organization, as well as an understanding of how costs are incurred during the various stages of the project.

Content (course unit)

Cost management at different stages of the project. Costing methods at different stages of a construction project. Infra building component and project nomenclatures and volume measurement instructions. Calculation of quantities and sizing of equipment. Costing. Preparation of quotation, unit prices and installment table. The contract formats. Risks (at conceptual level). Cost monitoring during production.

Assessment criteria, satisfactory (1-2) (course unit)

- Can read quantity measurement instructions used in infrastructure construction and calculate the number of work steps used in infrastructure construction.
- Can make a cost estimate with the help of a completed quantity list and the given unit prices.
- Knows how to calculate cost estimates on a resource basis.
- Can list the main forms of contract and some risks related to infrastructure construction.

Assessment criteria, good (3-4) (course unit)

- Is able to calculate the number of key steps used in infrastructure construction using the quantity measurement procedure used in infrastructure construction.
- Can make a cost estimate with a completed quantity list and given unit prices, and can categorize non-site costs at unit prices.
- Is able to calculate cost estimates based on resource-based input data and capacities for key infrastructure work phases.
- Can determine what are the pros and cons of different types of contract in different cases.
- Can identify the main risks of a simple infrastructure construction project.

Assessment criteria, excellent (5) (course unit)

- Ed. in addition, the student has a comprehensive understanding of the course topics and their use in problem solving as well as the ability to present, analyze and reason logically solutions.

Assessment scale

0-5

Objectives (course unit)

The student identifies the main stages of the road and street design process. They are able to list and explain the main design criteria and factors related to the geometry of traffic routes. The student is able to dimension the physical dimensions of traffic routes and to calculate the basic geometry of traffic elements. The student has become familiar with CAD design of traffic infrastructure and basics of data modeling and is able to describe their use in fairway design. The student is able to describe the access solutions used in Finland and to examine them from the point of view of traffic safety and functionality. The student is able to describe how the environment is taken into account in road planning.

The student is able to explain the principles of traffic drainage planning. The student is able to list the types of roads and streets and the materials of the structural layers. The student is able to describe the load factors of road and street structures. The student is able to apply the load bearing capacity measurement procedure based on the target carrying capacity value and the design method based on the calculated frost rise.

Content (course unit)

core content:

1. 3D Geometry of Alignment: Alignment, Alignment and Lateral Arrangements with Dimensions
2. Cross-sectional selection and dimensioning, connection types and their selection
3. Environmental consideration in road design, surface and deep drainage of traffic routes
4. Data Model Based CAD Design Exercise
5. Road structure and starting points for design: load index, load classes,
target carrying capacities, assessment and classification of the fleet
6. Load bearing design by the Odemark method and frost design by the allowable computation
by the method of frost ascent.

Complementary knowledge

Phased design process. Traffic and Driving Background in Road Geometry.

Instructions for students to achieve proficiency levels:

The grade of the course is determined by the part-time credit made during the course. Each
partial payment must be made in a satisfactory manner. Achieving grade 3 requires good mastery of the course unit.

Assessment criteria, satisfactory (1-2) (course unit)

The student is able to independently calculate the calculations according to the example. The student knows where the geometry is
The 3D entity is formed. The student knows the most important cross-sections, junctions
tierakennetyypit. The student identifies the most common causes and ways to take the environment into consideration in road planning
into account. The student identifies the most common surface and deep-drying methods of traffic routes.
The student is able to name the types of structures of road and street and the materials of structural layers. The student can
list the main starting points, objectives and procedures of road structure planning. The student is
Participated in a data model based CAD design exercise and completed the required exercises
acceptably.

Assessment criteria, good (3-4) (course unit)

The student is able to list the steps of the road design process. The student is able to apply traffic routes
geometric design key design criteria for traffic lane design and fairway geometry
to calculate. The student is able to choose the appropriate type of cross section, junction and road structure.
The student knows why and in what ways the environment is taken into account in road planning.
The student can explain the principles and methods of surface and deep drying. Student
knows and is able to describe the types of roads and streets with their layer materials. The student knows the road structure
design basics and basic concepts and can apply them to load-bearing capacity
frost dimensioning. The student has participated in a data model based CAD design exercise as well
completed the required exercises well.

Assessment criteria, excellent (5) (course unit)

The student can explain the steps of the road design process. The student knows and understands the traffic routes
and the ability to apply them critically in traffic routes
dimensioning and calculating fairway geometry. The student is able to compare and select analytically
appropriate cross-sectional, intersection and road structure type. The student understands why and
the ways in which the environment is taken into account in road planning. The student can explain and compare
Principles and methods of surface and deep drying. Students will be able to categorize and compare roads and
types of streets with floor materials. Students master the design of a road structure
terminology, understands its origins and is able to apply them analytically to load
frost dimensioning. The student has participated in a data model based CAD design exercise as well
completed the required exercises in a commendable manner.

Assessment scale

0-5

Objectives (course unit)

The student designs and implements sustainable land and subsoil structures using refined soil and industrial by-products. The student knows the functions of soil contamination, ways of spreading contaminants, research methods related to contaminated land and conventional treatment techniques. The student becomes familiar with the ground and cover structures of landfills. The student knows the factors affecting the water permeability of structures.

Content (course unit)

Contaminated soil; causes and spread of pollution, research and repair methods. Groundwater protection at roads. Landfill bottom and surface structures. Use of industrial by-products and recycled materials in construction. Life cycle model and sustainable development.

Assessment criteria, satisfactory (1-2) (course unit)

- The student knows general things about contaminated land and landfill structures.
- The student is able to list industrial by-products and recycled materials that are commonly used in construction.

Assessment criteria, good (3-4) (course unit)

- The student knows the most common methods for researching and repairing contaminated countries.
- The student understands the criteria for landfilling.
- The student knows the surface and bottom structures of a landfill and their significance in the environmental impact of the landfill.
- The student knows the principles of using recycled materials in civil engineering.

Assessment criteria, excellent (5) (course unit)

- Ed. in addition, the student has a comprehensive understanding of the course topics and their use in problem solving as well as the ability to present, analyze and reason logically solutions.

Assessment scale

0-5

Objectives (course unit)

The students know the tasks of maintenance management, planning these tasks and the basics of safety management in buildings

Content (course unit)

Maintenance of buildings, their outdoor areas and building technology, cleaning and waste management. Planning and measuring of real estate management. Building maintenance manual: Formulating, contents and operating. Constructional safety, safety systems, evaluating the safety of real estate.

Assessment criteria, satisfactory (1-2) (course unit)

The student is able to name the tasks belonging to the property management of a conventional property and knows how to plan them. He identifies the most important issues that affect the security of a property.

Assessment criteria, good (3-4) (course unit)

The student knows the tasks involved in property management in a conventional property and is able to plan them. He knows the main things that affect the safety of the property and knows how to take care of them.

Assessment criteria, excellent (5) (course unit)

The student masters the tasks of conventional property management, is able to plan them and dimension the necessary resources in them. He knows the key issues that affect the security of a property and is able to develop the security of a property.

Assessment scale

0-5

Objectives (course unit)

The students know the tasks of maintenance management, planning these tasks and the basics of safety management in buildings

Content (course unit)

Maintenance of buildings, their outdoor areas and building technology, cleaning and waste management. Planning and measuring of real estate management. Building maintenance manual: Formulating, contents and operating. Constructional safety, safety systems, evaluating the safety of real estate.

Assessment criteria, satisfactory (1-2) (course unit)

The student is able to name the tasks belonging to the property management of a conventional property and knows how to plan them. He identifies the most important issues that affect the security of a property.

Assessment criteria, good (3-4) (course unit)

The student knows the tasks involved in property management in a conventional property and is able to plan them. He knows the main things that affect the safety of the property and knows how to take care of them.

Assessment criteria, excellent (5) (course unit)

The student masters the tasks of conventional property management, is able to plan them and dimension the necessary resources in them. He knows the key issues that affect the security of a property and is able to develop the security of a property.

Assessment scale

0-5

Objectives (course unit)

The student will be able to make plans for the construction of a building in a conventional location: the student will be able to dimension the geotechnical resistance of an underground foundation and to define the necessary frost protection and drainage structures and drawings related to them. The student is able to interpret the results of the base survey in such a way that he / she can define the design parameters for dimensioning the foundation of a conventional structure. The student is able to calculate the bearing and non-slip resistance of an angle support wall under normal conditions. The student is able to choose the right type of pile structure based on the loads. The student will be able to list the methods used to determine the geotechnical strength of a pile. The student is able to measure the resistance of a friction pile on the basis of the results of a base survey. The student is able to calculate the stresses of a freestanding and one level supported retaining wall under easy ground conditions. The student is able to dimension the yard's superstructure and draw a yard leveling drawing.

Content (course unit)

Underground foundations: vertical and horizontal structures. Interpretation of ground survey results under normal conditions. Preparation of plans and drawings for frost protection and drainage of a building. Geotechnical dimensioning of the corner support wall. Determine the stresses of a freestanding one-level retaining wall. Design principles for pile foundations and ensuring pile durability, dimensioning of friction pile. Load and frost dimensioning of yard superstructures, yard drainage design and leveling drawings.

Assessment criteria, satisfactory (1-2) (course unit)

Is able to independently calculate the calculations according to the example. Knows the design conditions of the underground foundation. Knows the principles of frost and drainage plans. Knows the principles of ensuring the durability of piles. Knows the basic principles of yard design.

Assessment criteria, good (3-4) (course unit)

Can independently calculate dimensioning tasks with given input data. Able to design an underground foundation under normal conditions. Can make frost and drainage plan. Can learn how to calculate the stresses of a retaining wall structure under easy conditions. Can determine the strength of a pile by means of examples. Knows the principles of yard design.

Assessment criteria, excellent (5) (course unit)

Can apply the design situations discussed in the course also in real projects. Is able to draw up foundation plans and present them with the correct technical principles (drawings and reporting). Is able to interpret ground surveys in common objects and can define design parameters with them.

Assessment scale

0-5

Objectives (course unit)

The student will be able to make plans for the construction of a building in a conventional location: the student will be able to dimension the geotechnical resistance of an underground foundation and to define the necessary frost protection and drainage structures and drawings related to them. The student is able to interpret the results of the base survey in such a way that he / she can define the design parameters for dimensioning the foundation of a conventional structure. The student is able to calculate the bearing and non-slip resistance of an angle support wall under normal conditions. The student is able to choose the right type of pile structure based on the loads. The student will be able to list the methods used to determine the geotechnical strength of a pile. The student is able to measure the resistance of a friction pile on the basis of the results of a base survey. The student is able to calculate the stresses of a freestanding and one level supported retaining wall under easy ground conditions. The student is able to dimension the yard's superstructure and draw a yard leveling drawing.

Content (course unit)

Underground foundations: vertical and horizontal structures. Interpretation of ground survey results under normal conditions. Preparation of plans and drawings for frost protection and drainage of a building. Geotechnical dimensioning of the corner support wall. Determine the stresses of a freestanding one-level retaining wall. Design principles for pile foundations and ensuring pile durability, dimensioning of friction pile. Load and frost dimensioning of yard superstructures, yard drainage design and leveling drawings.

Assessment criteria, satisfactory (1-2) (course unit)

Is able to independently calculate the calculations according to the example. Knows the design conditions of the underground foundation. Knows the principles of frost and drainage plans. Knows the principles of ensuring the durability of piles. Knows the basic principles of yard design.

Assessment criteria, good (3-4) (course unit)

Can independently calculate dimensioning tasks with given input data. Able to design an underground foundation under normal conditions. Can make frost and drainage plan. Can learn how to calculate the stresses of a retaining wall structure under easy conditions. Can determine the strength of a pile by means of examples. Knows the principles of yard design.

Assessment criteria, excellent (5) (course unit)

Can apply the design situations discussed in the course also in real projects. Is able to draw up foundation plans and present them with the correct technical principles (drawings and reporting). Is able to interpret ground surveys in common objects and can define design parameters with them.

Assessment scale

0-5

Objectives (course unit)

Students
- can apply an appropriate research approach in their thesis
- can implement their thesis as planned
- can use supervision during their thesis process
- can follow ethical principles during their thesis process

Content (course unit)

Course is accepted when at least empirical, theoretical and / or operational part has been implemented.

Assessment criteria, satisfactory (1-2) (course unit)

Assessment criteria can be found from TAMK's web pages: https://intra.tuni.fi/en/handbook?page=3104
General rating of thesis will be given in the end of the process.

Assessment criteria, good (3-4) (course unit)

Assessment criteria can be found from TAMK's web pages: https://intra.tuni.fi/en/handbook?page=3104
General rating of thesis will be given in the end of the process.

Assessment criteria, excellent (5) (course unit)

Assessment criteria can be found from TAMK's web pages: https://intra.tuni.fi/en/handbook?page=3104
General rating of thesis will be given in the end of the process.

Assessment scale

0-5

Objectives (course unit)

The student understands information and product modeling from the point of view of infrastructure construction and infrastructure. The student knows how to create a model produced in design and implement it in machine control and production control systems at infra construction sites.

Content (course unit)

3D machine automation and automation-related positioning systems. InfraBIM, 3D and 4D. Bridging, civil engineering and road model matching, scheduling and cost management in data model based design. Infrastructure lifecycle from a data management perspective.

Assessment criteria, satisfactory (1-2) (course unit)

The student is able to identify and define the basics of the course and solve simple questions
applications that are similar to the tasks being handled.

Assessment criteria, good (3-4) (course unit)

In addition to the above, the student is able to choose the most suitable one by applying and comparing different options
policy and justify their choices.

Assessment criteria, excellent (5) (course unit)

In addition to the above, the student has a comprehensive understanding of the course topics and their use
problem solving; and the ability to present, analyze, and justify logically handled issues and methods of solution.

Assessment scale

0-5

Objectives (course unit)

The students can explain the importance of building services as a part of a construction project and their synchronisation with the other tasks in the construction site.

Content (course unit)

The course contains scheduling and synchronising the building service tasks with other tasks. Also included are typical control methods and tasks, such as meetings and handover process.

Assessment criteria, satisfactory (1-2) (course unit)

The student will be able to identify and define the basics of building technology installation and work coordination and to solve basic problems similar to the tasks discussed in the course.

Assessment criteria, good (3-4) (course unit)

In addition to the above, the student is able to choose the most suitable one by applying and comparing different options
policy and justify their choices.

Assessment criteria, excellent (5) (course unit)

In addition to the above, the student has a comprehensive understanding of the course topics and their use
problem solving; and the ability to present, analyze, and justify logically handled issues and methods of solution.

Assessment scale

0-5

Objectives (course unit)

The student knows the basics of the planning and control process of building production. The student knows how to calculate a number of plans for building construction and can calculate quantities from plans accordingly and take them from a data model. The student is able to make a construction cost estimate and a promotional price from a completed quantity list. The student is able to create a place-time schedule for a routine subject. The student knows the basics of sourcing and setting a target budget. The student knows the basics of project scheduling and cost control. The student knows the basics of project quality management and control.

Content (course unit)

Construction production planning and control process; Construction company costing; Scheduling and monitoring; Procurement planning; The basics of quality management and quality control.

Assessment criteria, satisfactory (1-2) (course unit)

The student has adopted an acceptable minimum level of teaching. Students will be able to use the basics of the course and solve simple applications that are similar to the tasks being handled.

Assessment criteria, good (3-4) (course unit)

The student is well prepared to work independently and apply the content of the course in the future. In addition to the above, the student can apply the course units to different situations and can justify the solutions

Assessment criteria, excellent (5) (course unit)

The student has shown a special interest and interest in the course content and has achieved a high level of competence in the content of the course. In addition to the above, the student has a comprehensive understanding of the course units and their use in problem solving, as well as the ability to present and justify logically chosen solution methods.

Assessment scale

0-5

Objectives (course unit)

The student knows the basics of the planning and control process of building production. The student knows how to calculate a number of plans for building construction and can calculate quantities from plans accordingly and take them from a data model. The student is able to make a construction cost estimate and a promotional price from a completed quantity list. The student is able to create a place-time schedule for a routine subject. The student knows the basics of sourcing and setting a target budget. The student knows the basics of project scheduling and cost control. The student knows the basics of project quality management and control.

Content (course unit)

Construction production planning and control process; Construction company costing; Scheduling and monitoring; Procurement planning; The basics of quality management and quality control.

Assessment criteria, satisfactory (1-2) (course unit)

The student has adopted an acceptable minimum level of teaching. Students will be able to use the basics of the course and solve simple applications that are similar to the tasks being handled.

Assessment criteria, good (3-4) (course unit)

The student is well prepared to work independently and apply the content of the course in the future. In addition to the above, the student can apply the course units to different situations and can justify the solutions

Assessment criteria, excellent (5) (course unit)

The student has shown a special interest and interest in the course content and has achieved a high level of competence in the content of the course. In addition to the above, the student has a comprehensive understanding of the course units and their use in problem solving, as well as the ability to present and justify logically chosen solution methods.

Assessment scale

0-5

Objectives (course unit)

The student knows the basics of the planning and control process of building production. The student knows how to calculate a number of plans for building construction and can calculate quantities from plans accordingly and take them from a data model. The student is able to make a construction cost estimate and a promotional price from a completed quantity list. The student is able to create a place-time schedule for a routine subject. The student knows the basics of sourcing and setting a target budget. The student knows the basics of project scheduling and cost control. The student knows the basics of project quality management and control.

Content (course unit)

Construction production planning and control process; Construction company costing; Scheduling and monitoring; Procurement planning; The basics of quality management and quality control.

Assessment criteria, satisfactory (1-2) (course unit)

The student has adopted an acceptable minimum level of teaching. Students will be able to use the basics of the course and solve simple applications that are similar to the tasks being handled.

Assessment criteria, good (3-4) (course unit)

The student is well prepared to work independently and apply the content of the course in the future. In addition to the above, the student can apply the course units to different situations and can justify the solutions

Assessment criteria, excellent (5) (course unit)

The student has shown a special interest and interest in the course content and has achieved a high level of competence in the content of the course. In addition to the above, the student has a comprehensive understanding of the course units and their use in problem solving, as well as the ability to present and justify logically chosen solution methods.

Assessment scale

0-5

Objectives (course unit)

The student is able to describe different ways of building a building: ground and rock foundation and piling. The student knows how to set up a conventional building. The student is able to design an underground foundation of a conventional building according to Eurocodes. The student is able to explain the drainage and frost protection measures required in the foundation structures and the radon control methods. The student is familiar with the quality concepts related to the ground and ground structures of a house and can use them to evaluate the quality of work. The student is able to describe the most common types of piles, their applications, installation methods, sizing principles and testing methods. The student is able to explain the causes of mining risks and knows how to manage them. The student is able to describe different types of trenches and their applications. The student is able to describe the most common bottom reinforcement methods.

Content (course unit)

Earth-based founding, rock-based. Dimensioning (load-bearing capacity and depressions) of conventional underground foundations according to Eurocodes. Quality requirements for the ground and ground structures of the house. Compaction work and quality control methods for compaction. Pile types, piling, sizing and testing. Building drainage design, frost protection design, radon. Slipped trenches, supported trenches. General methods of bottom reinforcement.

Assessment criteria, satisfactory (1-2) (course unit)

The student recognizes and defines different ways of building a building. In addition, the student will identify the most important drainage and frost protection measures related to the foundation.

Assessment criteria, good (3-4) (course unit)

In addition to recognizing the basic concepts, the student will be able to use a supervisor / instructor to design a simple underground sensor foundation and identify the most important quality criteria related to the foundations of building a house.

Assessment criteria, excellent (5) (course unit)

In addition to the above, the student will have a good understanding of the factors that influence the choice of how a building is constructed and the quality requirements of the building's ground structures. The student will also be able to evaluate the risks associated with the ground work and know how to manage the risks.

Assessment scale

0-5

Objectives (course unit)

The student is able to describe different ways of building a building: ground and rock foundation and piling. The student knows how to set up a conventional building. The student is able to design an underground foundation of a conventional building according to Eurocodes. The student is able to explain the drainage and frost protection measures required in the foundation structures and the radon control methods. The student is familiar with the quality concepts related to the ground and ground structures of a house and can use them to evaluate the quality of work. The student is able to describe the most common types of piles, their applications, installation methods, sizing principles and testing methods. The student is able to explain the causes of mining risks and knows how to manage them. The student is able to describe different types of trenches and their applications. The student is able to describe the most common bottom reinforcement methods.

Content (course unit)

Earth-based founding, rock-based. Dimensioning (load-bearing capacity and depressions) of conventional underground foundations according to Eurocodes. Quality requirements for the ground and ground structures of the house. Compaction work and quality control methods for compaction. Pile types, piling, sizing and testing. Building drainage design, frost protection design, radon. Slipped trenches, supported trenches. General methods of bottom reinforcement.

Assessment criteria, satisfactory (1-2) (course unit)

The student recognizes and defines different ways of building a building. In addition, the student will identify the most important drainage and frost protection measures related to the foundation.

Assessment criteria, good (3-4) (course unit)

In addition to recognizing the basic concepts, the student will be able to use a supervisor / instructor to design a simple underground sensor foundation and identify the most important quality criteria related to the foundations of building a house.

Assessment criteria, excellent (5) (course unit)

In addition to the above, the student will have a good understanding of the factors that influence the choice of how a building is constructed and the quality requirements of the building's ground structures. The student will also be able to evaluate the risks associated with the ground work and know how to manage the risks.

Assessment scale

0-5

Objectives (course unit)

The student is able to describe different ways of building a building: ground and rock foundation and piling. The student knows how to set up a conventional building. The student is able to design an underground foundation of a conventional building according to Eurocodes. The student is able to explain the drainage and frost protection measures required in the foundation structures and the radon control methods. The student is familiar with the quality concepts related to the ground and ground structures of a house and can use them to evaluate the quality of work. The student is able to describe the most common types of piles, their applications, installation methods, sizing principles and testing methods. The student is able to explain the causes of mining risks and knows how to manage them. The student is able to describe different types of trenches and their applications. The student is able to describe the most common bottom reinforcement methods.

Content (course unit)

Earth-based founding, rock-based. Dimensioning (load-bearing capacity and depressions) of conventional underground foundations according to Eurocodes. Quality requirements for the ground and ground structures of the house. Compaction work and quality control methods for compaction. Pile types, piling, sizing and testing. Building drainage design, frost protection design, radon. Slipped trenches, supported trenches. General methods of bottom reinforcement.

Assessment criteria, satisfactory (1-2) (course unit)

The student recognizes and defines different ways of building a building. In addition, the student will identify the most important drainage and frost protection measures related to the foundation.

Assessment criteria, good (3-4) (course unit)

In addition to recognizing the basic concepts, the student will be able to use a supervisor / instructor to design a simple underground sensor foundation and identify the most important quality criteria related to the foundations of building a house.

Assessment criteria, excellent (5) (course unit)

In addition to the above, the student will have a good understanding of the factors that influence the choice of how a building is constructed and the quality requirements of the building's ground structures. The student will also be able to evaluate the risks associated with the ground work and know how to manage the risks.

Assessment scale

0-5

Objectives (course unit)

The student is able to describe different ways of building a building: ground and rock foundation and piling. The student knows how to set up a conventional building. The student is able to design an underground foundation of a conventional building according to Eurocodes. The student is able to explain the drainage and frost protection measures required in the foundation structures and the radon control methods. The student is familiar with the quality concepts related to the ground and ground structures of a house and can use them to evaluate the quality of work. The student is able to describe the most common types of piles, their applications, installation methods, sizing principles and testing methods. The student is able to explain the causes of mining risks and knows how to manage them. The student is able to describe different types of trenches and their applications. The student is able to describe the most common bottom reinforcement methods.

Content (course unit)

Earth-based founding, rock-based. Dimensioning (load-bearing capacity and depressions) of conventional underground foundations according to Eurocodes. Quality requirements for the ground and ground structures of the house. Compaction work and quality control methods for compaction. Pile types, piling, sizing and testing. Building drainage design, frost protection design, radon. Slipped trenches, supported trenches. General methods of bottom reinforcement.

Assessment criteria, satisfactory (1-2) (course unit)

The student recognizes and defines different ways of building a building. In addition, the student will identify the most important drainage and frost protection measures related to the foundation.

Assessment criteria, good (3-4) (course unit)

In addition to recognizing the basic concepts, the student will be able to use a supervisor / instructor to design a simple underground sensor foundation and identify the most important quality criteria related to the foundations of building a house.

Assessment criteria, excellent (5) (course unit)

In addition to the above, the student will have a good understanding of the factors that influence the choice of how a building is constructed and the quality requirements of the building's ground structures. The student will also be able to evaluate the risks associated with the ground work and know how to manage the risks.

Assessment scale

0-5

Objectives (course unit)

After completing the course, the student:
• identify the most common Finnish minerals and rocks and their applications in the construction industry
• can explain groundwater occurrences
• knows land use classifications and can use them to name and identify Finnish landowners
• knows the most important characteristics of soil types and phenomena such as frost and frost in the field of building technology
• can explain the composition of the earth (granules, air, water) and calculate the interdependencies between them
• can explain the concepts of open and closed space and what constitutes the strength of the earth
• can explain total stress and effective stress and calculate geostatic stresses
• is able to use open spatial data sets and can interpret ground survey documents and plans soil data
• is able to perform and report the most common laboratory tests and knows the most common field research methods and knows why. studies are needed

Content (course unit)

Genesis of earth and rocks. Origin, structure and structure of Finnish soil and bedrock composition
Identification and naming of soil species and determination of grain size distribution and interpretation
The most common geotechnical field and laboratory research methods.
Physical, structural and hydraulic properties of soil and frostiness
Geostatic stresses. Open and closed space concepts.
Terminology in the field of this study.

Assessment criteria, satisfactory (1-2) (course unit)

The student can independently calculate example calculations, can work in laboratory and report results.
The student knows the most common basic and laboratory methods by name.
The student knows the basis of soil type naming and knows how to determine the grain size curve from the screening results.
The student knows the most common soil types and their identification criteria.
The student knows the most common types of minerals and rocks and the basis for their identification.
The student knows the meaning of key concepts and knows the structural parts of soil.

Assessment criteria, good (3-4) (course unit)

The student is able to apply dependencies learned in calculations and he/she can handle and analyze laboratory results.
The student can choose appropriate ground and laboratory research methods based on soil conditions and research objectives.
The student can identify soil types and their main properties and possible uses.
The student knows the terminology and concepts of the field and can explain them.
The student understands the soil structure and the mutual interaction of its parts.

Assessment criteria, excellent (5) (course unit)

The student understands the underlying phenomena of interdependencies and maintains the formulas to describe them. He/ she understand the limitations of the phenomenon and the measurement method considered in the laboratory test.
The student is able to evaluate the suitability of basic and laboratory methods and to interpret research results.
The student knows the origins of soil types and their typical properties and applications, and is able to justify the suitability of the material.
The student understand the impact of soil conditions on water movements, stress distribution and frost.

Assessment scale

0-5

Objectives (course unit)

After completing the course, the student:
• identify the most common Finnish minerals and rocks and their applications in the construction industry
• can explain groundwater occurrences
• knows land use classifications and can use them to name and identify Finnish landowners
• knows the most important characteristics of soil types and phenomena such as frost and frost in the field of building technology
• can explain the composition of the earth (granules, air, water) and calculate the interdependencies between them
• can explain the concepts of open and closed space and what constitutes the strength of the earth
• can explain total stress and effective stress and calculate geostatic stresses
• is able to use open spatial data sets and can interpret ground survey documents and plans soil data
• is able to perform and report the most common laboratory tests and knows the most common field research methods and knows why. studies are needed

Content (course unit)

Genesis of earth and rocks. Origin, structure and structure of Finnish soil and bedrock composition
Identification and naming of soil species and determination of grain size distribution and interpretation
The most common geotechnical field and laboratory research methods.
Physical, structural and hydraulic properties of soil and frostiness
Geostatic stresses. Open and closed space concepts.
Terminology in the field of this study.

Assessment criteria, satisfactory (1-2) (course unit)

The student can independently calculate example calculations, can work in laboratory and report results.
The student knows the most common basic and laboratory methods by name.
The student knows the basis of soil type naming and knows how to determine the grain size curve from the screening results.
The student knows the most common soil types and their identification criteria.
The student knows the most common types of minerals and rocks and the basis for their identification.
The student knows the meaning of key concepts and knows the structural parts of soil.

Assessment criteria, good (3-4) (course unit)

The student is able to apply dependencies learned in calculations and he/she can handle and analyze laboratory results.
The student can choose appropriate ground and laboratory research methods based on soil conditions and research objectives.
The student can identify soil types and their main properties and possible uses.
The student knows the terminology and concepts of the field and can explain them.
The student understands the soil structure and the mutual interaction of its parts.

Assessment criteria, excellent (5) (course unit)

The student understands the underlying phenomena of interdependencies and maintains the formulas to describe them. He/ she understand the limitations of the phenomenon and the measurement method considered in the laboratory test.
The student is able to evaluate the suitability of basic and laboratory methods and to interpret research results.
The student knows the origins of soil types and their typical properties and applications, and is able to justify the suitability of the material.
The student understand the impact of soil conditions on water movements, stress distribution and frost.

Assessment scale

0-5

Objectives (course unit)

After completing the course, the student:
- be able to describe the importance of infrastructure to citizens and society,
infrastructure systems as part of the built environment, infrastructure of the communities
and factors affecting the operating environment of systems and their development
- can describe systems, actors and roles of the actors in the field of infrastructure
as well as the basic principles of building and maintaining systems and being sustainable
development goals
- be able to describe the mobility and transport needs, the transport system and the different modes of transport
and the basics of transport system design
- can present the bus infrastructure to structures, management, legislation, bus hierarchy
and the design system basics
Can explain the role of streets as a multi - mode mode of transport and different functions, and
as a location for water supply, energy and telecommunications networks
- can describe the main concepts and principles of water management, different system levels and their
interconnections and responsibilities for the organization and implementation of water services
- identify the type of expertise required in infrastructure engineering and its sub-sectors,
the importance of collaboration and the societal context of communities' technical systems
development and maintenance, as well as tasks in the industry.

Content (course unit)

1. Infrastructure engineering, infrastructure systems as part of the built environment,
the importance, security and economic impact of civil engineering on citizens and society,
connection to land use planning and town planning, influences on urban technology
social, economic and environmental objectives; community building and sustainable development -
infrastructure engineering actors, characteristics of infrastructure systems,
construction and maintenance principles, past and future, aging infrastructure
challenges: repair debt, maintenance resource scarcity and life cycle management, infrastructure engineering
related key jobs and prospects for the future engineer.

2. Transport and transportation systems, mobility and transport needs, demand for passenger and freight transport
and supply, the role of transport and transport in society, the transport system and
the key concepts and terms relating to fairway technology, the transport system and the various modes of transport,
modes and modes of transport as part of the transport system, sustainable and safe transport
transportation system; the main environmental, health and safety impacts of transport, to these
the related objectives and means of action, the basis for the design and development of the transport system,
goals and the different actors involved in the development of the future of the transport and transportation system
challenges and opportunities.
3. Transport infrastructure, transport infrastructure construction environment, operators and
stakeholders and legislation, transport infrastructure management and planning criteria,
fairway hierarchy and key concepts of fairway geometry, cross sections of roads, streets and railways; and
structural features, street features, and multi-purpose functionality
(different modes of travel, parking, etc.) and infrastructure and equipment under and over the street,
basics of road and street maintenance: winter and summer care and maintenance with ratings.
4. Water management systems and services, the value and importance of water management in society,
water supply system as a whole (domestic water, waste water, storm water), development of water supply as a part
communities, water circulation in communities, water supply institutions and stakeholders, water supply
strategic asset management, customer oriented water management, water management and
development and future challenges.
5. Recycling and waste management, waste management legislation, waste law priority order, key concepts:
reuse, recycling, recovery, waste categories, hazardous waste, construction waste,
material efficiency, circular economy, waste sorting, collection and transportation, waste treatment technologies,
waste treatment centers, disposal.
6. Energy and telecommunications networks, key energy and telecommunications networks in society,
from the point of view of the built environment and infrastructure engineering, network management and maintenance
(national networks, underground cables, district heating networks, gas lines, etc.).

Instructions for students to achieve proficiency levels:

The grade of the course is determined by the part-time credit made during the course. Each
partial payment must be made in a satisfactory manner. Achieving grade 3 requires a course
good control over core content.

Assessment criteria, satisfactory (1-2) (course unit)

The grade of the course is determined by the part-time credit made during the course. Each
partial payment must be made in a satisfactory manner. A grade of 1-2 is required
basic knowledge.

Assessment criteria, good (3-4) (course unit)

The grade of the course is determined by the part-time credit made during the course. Each
partial payment must be made in a satisfactory manner. Achieving grade 3 requires a course
good control over core content.

Assessment criteria, excellent (5) (course unit)

The grade of the course is determined by the part-time credit made during the course. Each
partial payment must be made in a satisfactory manner. Achieving grade 5 requires a course
versatile and in-depth control of core content.

Assessment scale

0-5

Objectives (course unit)

The students learn to plan and carry out a condition evaluation of a moisture damaged building.

Content (course unit)

The project, which is carried out as small group work, includes the condition study, repair planning and construction documents for the actual site, a cost calculation from the documents produced by the other group, and a presentation of the results to the repair site representative.

Further information (course unit)

Teaching methods: Project work, exam is held if necessary.

Assessment criteria, satisfactory (1-2) (course unit)

The project team has not worked professionally, the materials contained in the documents produced by the team have not been made and do not fully meet the basic professional requirements.

Assessment criteria, good (3-4) (course unit)

The project team has worked professionally and the contents of the documents produced by the team meet the basic professional requirements.

Assessment criteria, excellent (5) (course unit)

The project team has worked with high quality and professionalism. Credits meet
professional requirements and are of high quality.

Assessment scale

0-5

Objectives (course unit)

The student knows the basics of organizing community water supply and the design principles of different parts of the water supply network.

Content (course unit)

Design of water and sewage networks and pumping stations. Water supply, treatment and storage. Sewage treatment processes, sludge treatment and plant monitoring. Importance of water supply for the environment and society, as well as maintenance and renovation work.

Further information (course unit)

Literature: Handout and literature at the beginning of the course. Teaching methods: Independent study / distance learning, exercises, assignments, exam, group study and fieldwork (including study trips). Language of instruction: Finnish

Assessment criteria, satisfactory (1-2) (course unit)

The student is able to identify and define the basics of the course and solve simple questions
applications that are similar to the tasks being handled

Assessment criteria, good (3-4) (course unit)

In addition to the above, the student is able to choose the most suitable one by applying and comparing different options
policy and justify their choices.

Assessment criteria, excellent (5) (course unit)

In addition to the above, the student has a comprehensive understanding of the course topics and their use
problem solving; and the ability to present, analyze, and justify logically handled issues and methods of solution.

Assessment scale

0-5

Objectives (course unit)

The student will be able to list the different types of pavements to be used on roads and yards and to select the type of pavement, traffic volume, traffic distribution, environment and other needs to be considered. The student knows the methods of designing and manufacturing different types of coatings and the methods of applying them and knows the research methods and quality requirements of raw materials and finished coatings. He also knows the life-cycle thinking of structures.

Content (course unit)

Basic concepts and titles of coating technology. Aggregates; features, tests and requirements. Binders; features, tests and requirements. Manufacture, mixing and removal of dust. Transport, distribution, sealing, storage, monitoring. Leveling, coating and coating methods. Samples, Repairs, Impairments, and Errors. Other bituminous coatings. Concrete, concrete stones, stones and other coatings.

Assessment criteria, satisfactory (1-2) (course unit)

The student is able to identify and define the basics of the course and solve simple questions
applications that are similar to the tasks being handled.

Assessment criteria, good (3-4) (course unit)

In addition to the above, the student is able to choose the most suitable one by applying and comparing different options
policy and justify their choices.

Assessment criteria, excellent (5) (course unit)

In addition to the above, the student has a comprehensive understanding of the course topics and their use
problem solving; and the ability to present, analyze, and justify logically handled issues and methods of solution.

Assessment scale

0-5

Objectives (course unit)

The overall aim of the internship is to familiarize the student with the main tasks in the field of construction and to provide opportunities for the practical application of knowledge and skills. In addition, the aim is to combine theory and practice with a realistic view of the requirements and practices of the construction industry.

This course is intended for internship in the summer after the 1st year.

Content (course unit)

Familiarity with construction work, construction techniques, occupational safety, and workplace practices.

Further information (course unit)

The scope of the training is at least 5 cr. The extent of the internship is recorded at Winha's actual extent as requested by the student in the internship report. During the first two years a student can complete a maximum of 15 credits of practice.

Assessment scale

Pass/Fail

Objectives (course unit)

The overall aim of the internship is to familiarize the student with the main tasks in the field of construction and to provide opportunities for the practical application of knowledge and skills. In addition, the aim is to combine theory and practice with a realistic view of the requirements and practices of the construction industry.

This course is intended for internship in the summer after the 1st year.

Content (course unit)

Familiarity with construction work, construction techniques, occupational safety, and workplace practices.

Further information (course unit)

The scope of the training is at least 5 cr. The extent of the internship is recorded at Winha's actual extent as requested by the student in the internship report. During the first two years a student can complete a maximum of 15 credits of practice.

Assessment scale

Pass/Fail

Objectives (course unit)

The overall aim of the internship is to familiarize the student with the main tasks in the field of construction and to provide opportunities for the practical application of knowledge and skills. In addition, the aim is to combine theory and practice with a realistic view of the requirements and practices of the construction industry.

This course is intended for internship in the summer after the 1st year.

Content (course unit)

Familiarity with construction work, construction techniques, occupational safety, and workplace practices.

Further information (course unit)

The scope of the training is at least 5 cr. The extent of the internship is recorded at Winha's actual extent as requested by the student in the internship report. During the first two years a student can complete a maximum of 15 credits of practice.

Assessment scale

Pass/Fail

Objectives (course unit)

The overall aim of the internship is to familiarize the student with the main tasks in the field of construction and to provide opportunities for the practical application of knowledge and skills. In addition, the aim is to combine theory and practice with a realistic view of the requirements and practices of the construction industry.

This course is intended for internship in the summer after the 1st year.

Content (course unit)

Familiarity with construction work, construction techniques, occupational safety, and workplace practices.

Further information (course unit)

The scope of the training is at least 5 cr. The extent of the internship is recorded at Winha's actual extent as requested by the student in the internship report. During the first two years a student can complete a maximum of 15 credits of practice.

Assessment scale

Pass/Fail

Objectives (course unit)

The course familiarises the students with the characteristic and risks of prefabrication. They know the design principles of a single element, production, transportation and the mounting plan.

Content (course unit)

The course contains planning, fabrication and transportation of concrete, timber and steel prefabricated projects.

Assessment criteria, satisfactory (1-2) (course unit)

The student is able to identify and define the basics of the course and solve simple questions
applications that are similar to the tasks being handled.

Assessment criteria, good (3-4) (course unit)

In addition to the above, the student is able to choose the most suitable one by applying and comparing different options policy and justify their choices.

Assessment criteria, excellent (5) (course unit)

In addition to the above, the student has a comprehensive understanding of the course topics and their use problem solving; and the ability to present, analyze, and justify logically handled issues and methods of solution.

Assessment scale

0-5

Objectives (course unit)

The course orients the students to implement planning and control methods for an actual construction project.

Content (course unit)

The course is based on practical work, where the students make plans for an actual project. Specifications: method, schedule, safety plan, quality plan, environmental aspects, and cost accounting.

Assessment criteria, satisfactory (1-2) (course unit)

The student is able to solve the basics of project work and to prepare presentable documentation.

Assessment criteria, good (3-4) (course unit)

In addition to the above, the student will be able to select and apply the most suitable options from the perspective of the project implementation.
and justify their choices in a logical and highly illustrative way.

Assessment criteria, excellent (5) (course unit)

In addition to the above, the student has a comprehensive understanding of the course topics and their use
problem solving; and the ability to present, analyze, and justify logically handled issues and methods of solution.

Assessment scale

0-5

Objectives (course unit)

The course orientates the students to the importance of purchasing and logistics in a construction project. The students can formulate a purchasing plan and know the tasks in a single delivery.

Content (course unit)

The course contains the purchasing plan and scheduling phases of a single delivery. The terms of delivery are also included.

Assessment criteria, satisfactory (1-2) (course unit)

The student is able to identify and define the basics of the course and solve simple questions
applications that are similar to the tasks being handled.

Assessment criteria, good (3-4) (course unit)

In addition to the above, the student is able to choose the most suitable one by applying and comparing different options
policy and justify their choices.

Assessment criteria, excellent (5) (course unit)

In addition to the above, the student has a comprehensive understanding of the course topics and their use
problem solving; and the ability to present, analyze, and justify logically handled issues and methods of solution.

Assessment scale

0-5

Objectives (course unit)

The aim of the course is to get acquainted with the basics of renovation construction and its differences compared to new construction, as well as to know old used structural solutions and their repair methods. In addition, students become familiar with working in a project team.

Content (course unit)

During the course, the group will make a plan for the implementation of the actual renovation project, which includes a method description, a schedule, a quality, safety and environmental plan and a cost estimate. The course also covers the risks of renovation and minimizing them. All lessons are team-based implementation plans.

Further information (course unit)

Literature: Course material and case-specific literature. Teaching methods: collaborative learning, self study / distance learning, assignments, report / coursework, group study, problem-based learning, project work and final seminar.

Assessment criteria, satisfactory (1-2) (course unit)

The student group has returned the assignment done in accordance with the assignment. The student is able to use the basics included in the course and solve simple applications that are similar to the tasks covered. All members of the group receive the same rating.

Assessment criteria, good (3-4) (course unit)

The students of the group have thought of different solutions and working methods for the successful implementation of this task and created one working model that could be implemented in construction production. The student is able to apply the issues of the course to different situations and is able to justify solutions. All members of the group receive the same rating.

Assessment criteria, excellent (5) (course unit)

The students of the group have shown great interest and familiarity with the topic area and have achieved a viable production solution on time. The student has a comprehensive understanding of the issues of the course and their use in solving problems, as well as the ability to present and justify logically chosen solution methods. All members of the group receive the same rating.

Assessment scale

0-5

Objectives (course unit)

.

Content (course unit)

.

Assessment criteria, satisfactory (1-2) (course unit)

The student is able to identify and define the basics of the course and solve simple questions
applications that are similar to the tasks being handled.

Assessment criteria, good (3-4) (course unit)

In addition to the above, the student is able to choose the most suitable one by applying and comparing different options
policy and justify their choices.

Assessment criteria, excellent (5) (course unit)

In addition to the above, the student has a comprehensive understanding of the course topics and their use
problem solving; and the ability to present, analyze, and justify logically handled issues and methods of solution.

Assessment scale

0-5

Objectives (course unit)

The student learns to work as part of a multidisciplinary design work group and learns to produce RAK design material (details, structure types, design input data documents, data model) to support other design fields. The student learns to form a 3D model of the frame and joints of a building with a steel and concrete frame. and drawings for the manufacture and installation of the frame. The model contains all the geometry and structure information related to the project.

Content (course unit)

The student participates in the RETARA project, in which building design, building services design, structural design and users are simulated taking into account the design phase of a construction project. Data modeling is used to communicate with other design areas and to resolve possible contradictions / structural collisions. Modeling Structures with Common Data Modeling Software. Coordination of technical systems from a structural engineering point of view.

Assessment criteria, satisfactory (1-2) (course unit)

The student is able to identify and define the basics of the course and solve simple questions
applications that are similar to the tasks being handled.

Assessment criteria, good (3-4) (course unit)

In addition to the above, the student is able to choose the most suitable one by applying and comparing different options
policy and justify their choices.

Assessment criteria, excellent (5) (course unit)

In addition to the above, the student has a comprehensive understanding of the course topics and their use
problem solving; and the ability to present, analyze, and justify logically handled issues and methods of solution

Assessment scale

0-5

Objectives (course unit)

During this course, you will learn study practices and become part of the study community.

After completing of the course, the student
• feels a sense of belonging to the university, degree program, and student community.
• receives guidance for their studies and can plan their coursework effectively.
• familiarizes themselves with TAMK's practices and services.
• recognizes TAMK's services that support learning and well-being.
• understands the services supporting learning and well-being provided by key stakeholders.

Content (course unit)

• Engagement in Higher Education Studies
• Orientation to Tampere University of Applied Sciences (TAMK) and Degree Program
• Curriculum of the Degree Program and Creating a Individual Study Plan (ISP)
• Course Offerings and Cross-Enrollment
• Internship as Part of a University of Applied Sciences Degree
• Services Offered by Tampere University of Applied Sciences (TAMK)
• Monitoring the Progress of Studies
• Orientation to the Next Study Year

Assessment criteria, pass/fail (course unit)

The course is approved when the student proves that they
- are able to plan their studies at TAMK and are familiar with the curriculum of their degree programme.
- know what kind of support is available for their studies.
- understand the importance of the group as part of the learning environment.

A course is failed if the student does not have evidence of achieving the objectives of the course.

Assessment scale

0-5

Objectives (course unit)

During this course, you will learn study practices and become part of the study community.

After completing of the course, the student
• feels a sense of belonging to the university, degree program, and student community.
• receives guidance for their studies and can plan their coursework effectively.
• familiarizes themselves with TAMK's practices and services.
• recognizes TAMK's services that support learning and well-being.
• understands the services supporting learning and well-being provided by key stakeholders.

Content (course unit)

• Engagement in Higher Education Studies
• Orientation to Tampere University of Applied Sciences (TAMK) and Degree Program
• Curriculum of the Degree Program and Creating a Individual Study Plan (ISP)
• Course Offerings and Cross-Enrollment
• Internship as Part of a University of Applied Sciences Degree
• Services Offered by Tampere University of Applied Sciences (TAMK)
• Monitoring the Progress of Studies
• Orientation to the Next Study Year

Assessment criteria, pass/fail (course unit)

The course is approved when the student proves that they
- are able to plan their studies at TAMK and are familiar with the curriculum of their degree programme.
- know what kind of support is available for their studies.
- understand the importance of the group as part of the learning environment.

A course is failed if the student does not have evidence of achieving the objectives of the course.

Assessment scale

0-5

Objectives (course unit)

The students learn about surface finishing of buildings and are able to make choices about them and to evaluate and supervise work performance.

Content (course unit)

Watertight coverings. Filler and plaster works. Renovation of old facades. Paints and painting, floor coverings, wooden coverings.

Assessment criteria, satisfactory (1-2) (course unit)

The student is able to identify and define the basics of the course and solve simple questions
applications that are similar to the tasks being handled.

Assessment criteria, good (3-4) (course unit)

In addition to the above, the student is able to choose the most suitable one by applying and comparing different options
policy and justify their choices.

Assessment criteria, excellent (5) (course unit)

In addition to the above, the student has a comprehensive understanding of the course topics and their use
problem solving; and the ability to present, analyze, and justify logically handled issues and methods of solution.

Assessment scale

0-5

Objectives (course unit)

The student understands information and product modeling from the perspective of construction production. The student knows how to create a model produced in design and implement it on site.

Deepening of measurement engineering skills and practical implementation of construction measurements

Content (course unit)

BIM in construction production. Creating and utilizing the model in different ways. Quantity, locations, schedules, procurement, logistics, and production planning.

Assessment criteria, satisfactory (1-2) (course unit)

The student is able to identify and define the basics of the course and solve simple questions
applications that are similar to the tasks being handled.

Assessment criteria, good (3-4) (course unit)

In addition to the above, the student is able to choose the most suitable one by applying and comparing different options
policy and justify their choices.

Assessment criteria, excellent (5) (course unit)

In addition to the above, the student has a comprehensive understanding of the course topics and their use
problem solving; and the ability to present, analyze, and justify logically handled issues and methods of solution.

Assessment scale

0-5

Objectives (course unit)

The student understands information and product modeling from the perspective of construction production. The student knows how to create a model produced in design and implement it on site.

Deepening of measurement engineering skills and practical implementation of construction measurements

Content (course unit)

BIM in construction production. Creating and utilizing the model in different ways. Quantity, locations, schedules, procurement, logistics, and production planning.

Assessment criteria, satisfactory (1-2) (course unit)

The student is able to identify and define the basics of the course and solve simple questions
applications that are similar to the tasks being handled.

Assessment criteria, good (3-4) (course unit)

In addition to the above, the student is able to choose the most suitable one by applying and comparing different options
policy and justify their choices.

Assessment criteria, excellent (5) (course unit)

In addition to the above, the student has a comprehensive understanding of the course topics and their use
problem solving; and the ability to present, analyze, and justify logically handled issues and methods of solution.

Assessment scale

0-5

Objectives (course unit)

The student understands information and product modeling from the perspective of construction production. The student knows how to create a model produced in design and implement it on site.

Deepening of measurement engineering skills and practical implementation of construction measurements

Content (course unit)

BIM in construction production. Creating and utilizing the model in different ways. Quantity, locations, schedules, procurement, logistics, and production planning.

Assessment criteria, satisfactory (1-2) (course unit)

The student is able to identify and define the basics of the course and solve simple questions
applications that are similar to the tasks being handled.

Assessment criteria, good (3-4) (course unit)

In addition to the above, the student is able to choose the most suitable one by applying and comparing different options
policy and justify their choices.

Assessment criteria, excellent (5) (course unit)

In addition to the above, the student has a comprehensive understanding of the course topics and their use
problem solving; and the ability to present, analyze, and justify logically handled issues and methods of solution.

Assessment scale

0-5

Objectives (course unit)

The students learn the methods, markings and instructions of bench marking, and settlement construction, site measurements in road, land and watersite surveyings. They learn about precise levelling, traverse and staking out and trigonometric levelling measuring and calculations. The focus of the course is terrain model surveying and creating a terrain model with 3D-win software as well as measuring its accuracy including volume calculations with computer. The basic and civil engineering applications of satellite positioning works and instruments. The common errors of total stations. Surveying instruments in landwork machine automation applications.

Content (course unit)

Precise levelling, mapping and staking out surveying with field computer, traverse, terrain models and terrain model surveying, satellite positioning surveying, volume calculation and landwork machine automation surveying applications.

Assessment criteria, satisfactory (1-2) (course unit)

The student is able to identify and define the basics of the course and solve simple questions
applications that are similar to the tasks being handled.

Assessment criteria, good (3-4) (course unit)

In addition to the above, the student is able to choose the most suitable one by applying and comparing different options
policy and justify their choices

Assessment criteria, excellent (5) (course unit)

In addition to the above, the student has a comprehensive understanding of the course topics and their use
problem solving; and the ability to present, analyze, and justify logically handled issues and methods of solution.

Assessment scale

0-5

Objectives (course unit)

The course is for native Finnish speakers only.

After completing the course, student is able to tell orally about his / her education, work experience and tasks, eg in a job search situation. Student is able to present the activities, products, processes and services of companies and organizations orally and discuss these topics. Student is able to cope with working life contacts in his / her own field of technology, eg telephone situations and presentations. Students are able to give technical instructions in their field orally.

Content (course unit)

The course is for native Finnish speakers only. Oral communication situations in working life; Business Swedish; The terminology of your study field; Key grammar.

Further information (course unit)

The course is for native Finnish speakers only.

Assessment criteria, satisfactory (1-2) (course unit)

Evaluation criteria in Finnish only.

Assessment criteria, good (3-4) (course unit)

Evaluation criteria in Finnish only.

Assessment criteria, excellent (5) (course unit)

Evaluation criteria in Finnish only.

Assessment scale

0-5

Objectives (course unit)

The aim of the course is to prepare students to act in various communication situations in working life in Swedish.   
  
 After completing the course, the student   
- is able to communicate appropriately in Swedish in professional written communication situations 
- masters the key terminology of automotive engineering  
- is able to tell about his/her own professional expertise  
- is able to search for and interpret professional information in their field from Swedish-language publications  
- is able to evaluate, maintain and develop their own language skills and language learning skills  
  - achieves the oral and written skills of the second domestic language required by the legislation of the universities of applied sciences, required for work in their own field  

Content (course unit)

- authentic professional texts, automotive engineering vocabulary  
- duties in the field  
- telling about one's own education  
- telling about productions in one's own field  
- various sector-specific communication situations 

Prerequisites (course unit)

Starting level: High school Swedish syllabus or equivalent level European Framework of Reference skill level.  
Take the Swedish entry level test and, if necessary, complete the preparatory studies before the course begins. 

Assessment criteria, satisfactory (1-2) (course unit)

(Level B1.1) Student   
- is able to communicate simply about his/her own professional skills (e.g. job application)  
- is able to tell about his own professional field in a concise manner   
- handles mainly the most important predictable interaction situations and customer contacts in their own field in a comprehensible manner   
- writes somewhat intelligibly   
- uses the basic vocabulary of the field in such a way that the essential message is conveyed   
- uses simple grammatical basic structures   
- finds the information they are looking for in texts that deal with familiar topics   

Assessment criteria, good (3-4) (course unit)

(Level B1.2) Student  
- is able to communicate clearly in a way appropriate to the situation from his/her own professional expertise (e.g. job application)  
- can tell about his own professional field quite well  
- handles everyday interaction situations and customer contacts in their own field fairly well  
-mostly writes well.  
- uses the basic vocabulary of the field in such a way that the key message is conveyed   
- uses basic grammatical structures mostly correctly  
- understands the main points and most details of the professional text they read 

Assessment criteria, excellent (5) (course unit)

(Skill level B2.2-C1) Student   
- is able to communicate fluently in a way appropriate to the situation from his/her own professional expertise (e.g. job application)  
- can tell about their own professional field in a versatile and fluent manner   
- handles diverse interaction situations and customer contacts in their own field in a natural way   
- writes fluently  
- uses the basic vocabulary of their field so that the message is clearly conveyed   
- uses basic grammatical structures almost flawlessly  
- understands both the main points and the details of the professional text and is able to apply what they read   

Assessment scale

0-5

Objectives (course unit)

The aim is to further develop the written and spoken competence in English needed in the working life as an engineer.

The students have a good command of the special terms in their particular field and are able to read technical texts. They know the job application process in English. The students gain experience of negotiating in English. They know how to give an effective professional presentation and how to write reports.

Content (course unit)

Terms needed in engineering. Meetings and negotiations. Presenting a technical process or product. CV, job application and job interview. Grammar and intercultural communication if necessary.

Prerequisites (course unit)

Working English for Engineers or equivalent

Further information (course unit)

The students have passed the course when they have been present to 80% of the classes, completed the agreed tasks and taken part in the exam.

Assessment criteria, satisfactory (1-2) (course unit)

The student completes the tasks.
The student is able to
- enter unprepared into conversation on topics that are familiar, of personal interest or pertinent to everyday life (e.g. family, hobbies, work, travel and current events).
- briefly give reasons and explanations for opinions and plans.
- write simple connected text on topics which are familiar or of personal interest. I can write personal letters describing experiences and impressions

Assessment criteria, good (3-4) (course unit)

The student is able to
- interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible.
- take an active part in discussion in familiar contexts
- present clear, detailed descriptions on a wide range of subjects.
- explain a viewpoint on a topical issue giving the advantages and disadvantages of various options.
- write clear, detailed text on a wide range of subjects as well as abstracts of material related to one's own field

Assessment criteria, excellent (5) (course unit)

The student:
- can express him/herself fluently and spontaneously without much obvious searching for expressions.
- is able to use language flexibly and effectively for social and professional purposes
- is able to formulate ideas and opinions with precision and relate his/her contribution skillfully to those of other speakers.
- can present clear, detailed descriptions of complex subjects integrating sub-themes, developing particular points and rounding off with an appropriate conclusion
- can express him/herself in clear, well-structured text, expressing points of view at some length.
- can write about complex subjects in a letter, an essay or a report, underlining what I consider to be the salient issues
- can select a style appropriate to the reader in mind

Location and time

1. ja 2. periods. The weekly schedule will be published on Moodle.

Exam schedules

Exam at TAMK EXAM facilities.

Assessment methods and criteria

The evaluation of the course is based on several mandatory course assignments. The assignments will be intoroduced on the first lesson.

Students should attend at least 80 % of lessons and do at least 60% of the homework. Active participation on the lessons and submitting homework may affect the grade especially in borderline cases.

Assessment scale

0-5

Teaching methods

Lessons, independent study, pair work, group work

Learning materials

The course material will be available on Moodle.

Student workload

3 x 27h (3 ects)

Content scheduling

- Applying for a job
- Professional texts & working life communication situations
- Group work

Completion alternatives

https://www.tuni.fi/en/students-guide/handbook/tamk/studying-0/studying-languages#credit

Objectives (course unit)

The aim is to further develop the written and spoken competence in English needed in the working life as an engineer.

The students have a good command of the special terms in their particular field and are able to read technical texts. They know the job application process in English. The students gain experience of negotiating in English. They know how to give an effective professional presentation and how to write reports.

Content (course unit)

Terms needed in engineering. Meetings and negotiations. Presenting a technical process or product. CV, job application and job interview. Grammar and intercultural communication if necessary.

Prerequisites (course unit)

Working English for Engineers or equivalent

Further information (course unit)

The students have passed the course when they have been present to 80% of the classes, completed the agreed tasks and taken part in the exam.

Assessment criteria, satisfactory (1-2) (course unit)

The student completes the tasks.
The student is able to
- enter unprepared into conversation on topics that are familiar, of personal interest or pertinent to everyday life (e.g. family, hobbies, work, travel and current events).
- briefly give reasons and explanations for opinions and plans.
- write simple connected text on topics which are familiar or of personal interest. I can write personal letters describing experiences and impressions

Assessment criteria, good (3-4) (course unit)

The student is able to
- interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible.
- take an active part in discussion in familiar contexts
- present clear, detailed descriptions on a wide range of subjects.
- explain a viewpoint on a topical issue giving the advantages and disadvantages of various options.
- write clear, detailed text on a wide range of subjects as well as abstracts of material related to one's own field

Assessment criteria, excellent (5) (course unit)

The student:
- can express him/herself fluently and spontaneously without much obvious searching for expressions.
- is able to use language flexibly and effectively for social and professional purposes
- is able to formulate ideas and opinions with precision and relate his/her contribution skillfully to those of other speakers.
- can present clear, detailed descriptions of complex subjects integrating sub-themes, developing particular points and rounding off with an appropriate conclusion
- can express him/herself in clear, well-structured text, expressing points of view at some length.
- can write about complex subjects in a letter, an essay or a report, underlining what I consider to be the salient issues
- can select a style appropriate to the reader in mind

Assessment scale

0-5

Objectives (course unit)

The aim is to further develop the written and spoken competence in English needed in the working life as an engineer.

The students have a good command of the special terms in their particular field and are able to read technical texts. They know the job application process in English. The students gain experience of negotiating in English. They know how to give an effective professional presentation and how to write reports.

Content (course unit)

Terms needed in engineering. Meetings and negotiations. Presenting a technical process or product. CV, job application and job interview. Grammar and intercultural communication if necessary.

Prerequisites (course unit)

Working English for Engineers or equivalent

Further information (course unit)

The students have passed the course when they have been present to 80% of the classes, completed the agreed tasks and taken part in the exam.

Assessment criteria, satisfactory (1-2) (course unit)

The student completes the tasks.
The student is able to
- enter unprepared into conversation on topics that are familiar, of personal interest or pertinent to everyday life (e.g. family, hobbies, work, travel and current events).
- briefly give reasons and explanations for opinions and plans.
- write simple connected text on topics which are familiar or of personal interest. I can write personal letters describing experiences and impressions

Assessment criteria, good (3-4) (course unit)

The student is able to
- interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible.
- take an active part in discussion in familiar contexts
- present clear, detailed descriptions on a wide range of subjects.
- explain a viewpoint on a topical issue giving the advantages and disadvantages of various options.
- write clear, detailed text on a wide range of subjects as well as abstracts of material related to one's own field

Assessment criteria, excellent (5) (course unit)

The student:
- can express him/herself fluently and spontaneously without much obvious searching for expressions.
- is able to use language flexibly and effectively for social and professional purposes
- is able to formulate ideas and opinions with precision and relate his/her contribution skillfully to those of other speakers.
- can present clear, detailed descriptions of complex subjects integrating sub-themes, developing particular points and rounding off with an appropriate conclusion
- can express him/herself in clear, well-structured text, expressing points of view at some length.
- can write about complex subjects in a letter, an essay or a report, underlining what I consider to be the salient issues
- can select a style appropriate to the reader in mind

Location and time

1. ja 2. periods. The weekly schedule will be published on Moodle.

Exam schedules

The course evaluation is based on several course assignments.

Assessment methods and criteria

The evaluation of the course is based on several mandatory course assignments. The assignments will be intoroduced on the first lesson.

Students should attend at least 80 % of lessons and do at least 60% of the homework. Active participation on the lessons and submitting homework may affect the grade especially in borderline cases.

Assessment scale

0-5

Teaching methods

Lessons, independent study, pair work, group work

Learning materials

The course material will be available in Moodle.

Student workload

3 x 27h (3 ects)

Content scheduling

- Applying for a job
- Professional texts
- Group work

Completion alternatives

https://www.tuni.fi/en/students-guide/handbook/tamk/studying-0/studying-languages#credit

Objectives (course unit)

The aim is to further develop the written and spoken competence in English needed in the working life as an engineer.

The students have a good command of the special terms in their particular field and are able to read technical texts. They know the job application process in English. The students gain experience of negotiating in English. They know how to give an effective professional presentation and how to write reports.

Content (course unit)

Terms needed in engineering. Meetings and negotiations. Presenting a technical process or product. CV, job application and job interview. Grammar and intercultural communication if necessary.

Prerequisites (course unit)

Working English for Engineers or equivalent

Further information (course unit)

The students have passed the course when they have been present to 80% of the classes, completed the agreed tasks and taken part in the exam.

Assessment criteria, satisfactory (1-2) (course unit)

The student completes the tasks.
The student is able to
- enter unprepared into conversation on topics that are familiar, of personal interest or pertinent to everyday life (e.g. family, hobbies, work, travel and current events).
- briefly give reasons and explanations for opinions and plans.
- write simple connected text on topics which are familiar or of personal interest. I can write personal letters describing experiences and impressions

Assessment criteria, good (3-4) (course unit)

The student is able to
- interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible.
- take an active part in discussion in familiar contexts
- present clear, detailed descriptions on a wide range of subjects.
- explain a viewpoint on a topical issue giving the advantages and disadvantages of various options.
- write clear, detailed text on a wide range of subjects as well as abstracts of material related to one's own field

Assessment criteria, excellent (5) (course unit)

The student:
- can express him/herself fluently and spontaneously without much obvious searching for expressions.
- is able to use language flexibly and effectively for social and professional purposes
- is able to formulate ideas and opinions with precision and relate his/her contribution skillfully to those of other speakers.
- can present clear, detailed descriptions of complex subjects integrating sub-themes, developing particular points and rounding off with an appropriate conclusion
- can express him/herself in clear, well-structured text, expressing points of view at some length.
- can write about complex subjects in a letter, an essay or a report, underlining what I consider to be the salient issues
- can select a style appropriate to the reader in mind

Assessment scale

0-5

Objectives (course unit)

In this course, you will learn the basics of the mathematics behind technology, the subject area being geometry, vectors and functions

Student:
• you recognize the mathematical notations related to the subject areas and can use the most central ones
Student:
• you recognize the mathematical notations related to the subject areas and can use the most central ones
• you know how to solve an oblique triangle and you know how to calculate the parts and areas of different plane patterns
• you know the concept of slope
• you know how to calculate the center of gravity of a level area and you know how to solve tasks related to uniformity and scale
• you know how to solve basic vector problems in the plane
• you know the basic concepts of functions and recognize the typical properties of different functions
• you recognize graphs of different types of functions
• you know how to use and apply the topics in technical problems
• you know how to create a mathematical model of technology problems and you know how to apply it in the solution of the problem
• you are able to present and justify logically chosen solutions

Content (course unit)

• right triangle, angle, angle units
• areas of triangles and polygons
• trigonometric functions in general
• oblique triangle (sine and cosine theorem)
• center of gravity, slope, uniformity and scale of the level area
• sum of vectors, difference, multiplication by a number
• plane vector coordinate and polar coordinate representation
• space vectors (brief mention)
• function and related concepts
• 1st degree polynomial function, straight line (creating an equation from the graph), linear dependence
• 2nd degree polynomial function, parabola
• directly and inversely proportional, a piecewise defined function

Assessment criteria, satisfactory (1-2) (course unit)

Student:
• recognizes the mathematical notations related to the subject areas and know how to use some of them
• knows how to solve an oblique triangle and can calculate the parts and areas of different plane patterns
• knows the calculations of plane vectors
• can solve vector problems like the examples presented
• recognize the basic concepts of functions and the characteristics of different functions
• the presentations and justifications of the chosen solutions may be incomplete
• there may be shortcomings in evaluating the reasonableness and correctness of the solutions made

Assessment criteria, good (3-4) (course unit)

Student:
• recognizes the mathematical notations related to the subject areas and know how to use the most important of them
• knows how to solve an oblique triangle and can calculate the parts and areas of different plane patterns
• knows the concept of slope
• can calculate the center of gravity of the level area and can solve tasks related to uniformity and scale
• can solve basic vector problems in the plane
• knows the basic concepts of functions and recognizes the typical properties of different functions
• recognize graphs of different types of functions
• knows how to use and apply the topics in technical problems
• can create a mathematical model of technology problems and can apply it in the solution of the problem
• is able to present and justify logically chosen solutions
• knows how to evaluate the reasonableness and correctness of the decisions he makes

Assessment criteria, excellent (5) (course unit)

In addition to the previous, the student has a comprehensive understanding of the subjects of the course and knows how to apply them to more demanding problems. The student has the ability to present and justify logically chosen solutions. Solutions are presented clearly and mathematical concepts are used precisely. The student is highly motivated and takes full responsibility for his own and the group's performance.

Assessment scale

0-5

Objectives (course unit)

In this course, you will learn the basics of the mathematics behind technology, the subject area being geometry, vectors and functions

Student:
• you recognize the mathematical notations related to the subject areas and can use the most central ones
Student:
• you recognize the mathematical notations related to the subject areas and can use the most central ones
• you know how to solve an oblique triangle and you know how to calculate the parts and areas of different plane patterns
• you know the concept of slope
• you know how to calculate the center of gravity of a level area and you know how to solve tasks related to uniformity and scale
• you know how to solve basic vector problems in the plane
• you know the basic concepts of functions and recognize the typical properties of different functions
• you recognize graphs of different types of functions
• you know how to use and apply the topics in technical problems
• you know how to create a mathematical model of technology problems and you know how to apply it in the solution of the problem
• you are able to present and justify logically chosen solutions