Study Guide

Objectives (course unit)

Students can:
- use digital and analog measurement tools and based the measurements evaluate the condition of components using standards and car industry data sources.

Content (course unit)

Students disassemble and go to know various car components. The purpose is to see of what kind of components the vehicles are made of. Students prepare reports where they analyze component condition and material. In addition students give presentations in groups about given topics.

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

Students recognize the main components of the engine and car and know how they work. Student can use measurement instruments. Student is somewhat motivated, is working in a group and is able to handle feedback. Can also make a report.

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

Student is able to recognise and specify different kind of car parts and know how they work. Student can use measurement instruments. Student is motivated, is working in a group and is able to handle feedback. Can also make a report.

Assessment criteria, excellent (5) (course unit)

Student recognise main parts of engine and car and knows how they work. Student can use measurement instruments. Student is motivated and make all tasks in a schedule. Can make a proper report.

Location and time

The course starts with a joint event, where the course is implemented and group divisions are made. After that, the groups work according to the schedule. The course also includes a speech communication section, the schedule of which will be announced separately.
Scheduling:
- week 2 opening event
- week 3 - 7 laboratory work
- week 8 inspection
- week 10 performances
- week 11 - 15 laboratory work
- week 16 inspection
- week 17 performances.

Exam schedules

There is no exam in the course.

Assessment methods and criteria

Evaluation consist of working in laboratory, report, presentation material and spoken communication.
Evaluation values:
- measurement 50 % (report 75 % and workin in laboratory 25 %)
- research 30 % (presentation material 75 % and working in laboratory 25 %)
- spoken communication 20 %.

Assessment scale

0-5

Teaching methods

During the course, laboratory measurements and research are carried out in laboratory. Based on the measurements, a written report is made and evaluated. On the basis of the studies, a presentation is prepared and presented to other groups at the presentation. For the presentation, speech communication skills are practiced under the guidance of Finnish teachers.

Learning materials

For measurements, reference values are needed for the parts to be measured. These can be found in the automotive software as well as in the engine manufacturer's bulletins and repair instructions.
The manufacturer's press releases and other sources in the automotive industry are sources of research.

Student workload

The time use of the course is divided as follows:
- common issues and presentations: 6 hrs
- laboratory work: 40 h
- speech communication lectures: 12 hrs
- self-employment: 77 h.

Content scheduling

All groups do both measurement and research on one topic.
The measurement involves dismantling, examining, measuring and assembling the car's engine. Based on the measurements, an engine condition will be estimated in a report format.
One of the following topics is selected as the topic of the research:
1 Engine control system
2 Basic car electrical system
3 Hydraulics
4 Car light systems
5 Transmission, front-wheel drive
6 Car suspension system
7 Brakes
8 Steering system.
A presentation will be made from the research, which will be presented at the presentation.

Completion alternatives

There is no other way to execute the course.

Practical training and working life cooperation

You may need to ask the automotive industry for the information you need to carry out the measurement / research. Otherwise there is no working life cooperation in the course.

International connections

There is no international co-operation in the course.

Further information

Attendance is required at all sessions of the course.

Assessment criteria - fail (0) (Not in use, Look at the Assessment criteria above)

Student is not present in period.

Assessment criteria - satisfactory (1-2) (Not in use, Look at the Assessment criteria above)

Student is able to recognise and specify different kind of car parts and know how they work. Student can use measurement instruments. Student is motivated, is working in a group and is able to handle feedback. Can also make a report.

Assessment criteria - good (3-4) (Not in use, Look at the Assessment criteria above)

Student recognise main parts of engine and car and knows how they work. Student can use measurement instruments. Student is motivated and make all tasks in a schedule. Can make a proper report.

Assessment criteria - excellent (5) (Not in use, Look at the Assessment criteria above)

Student recognise main parts of engine and car and knows how they work. Student can use measurement instruments. Student is very motivated and make all tasks in a schedule. Can make a proper and illustrative report. Report is made by comply with TAMK report rules.

Objectives (course unit)

Students can:
- use digital and analog measurement tools and based the measurements evaluate the condition of components using standards and car industry data sources.

Content (course unit)

Students disassemble and go to know various car components. The purpose is to see of what kind of components the vehicles are made of. Students prepare reports where they analyze component condition and material. In addition students give presentations in groups about given topics.

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

Students recognize the main components of the engine and car and know how they work. Student can use measurement instruments. Student is somewhat motivated, is working in a group and is able to handle feedback. Can also make a report.

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

Student is able to recognise and specify different kind of car parts and know how they work. Student can use measurement instruments. Student is motivated, is working in a group and is able to handle feedback. Can also make a report.

Assessment criteria, excellent (5) (course unit)

Student recognise main parts of engine and car and knows how they work. Student can use measurement instruments. Student is motivated and make all tasks in a schedule. Can make a proper report.

Location and time

The course starts with a joint event, where the course is implemented and group divisions are made. After that, the groups work according to the schedule. The course also includes a speech communication section, the schedule of which will be announced separately.
Scheduling:
- week 2 opening event
- week 3 - 7 laboratory work
- week 8 inspection
- week 10 performances
- week 11 - 15 laboratory work
- week 16 inspection
- week 17 performances.

Exam schedules

There is no exam in the course.

Assessment methods and criteria

Evaluation consist of working in laboratory, report, presentation material and spoken communication.
Evaluation values:
- measurement 50 % (report 75 % and workin in laboratory 25 %)
- research 30 % (presentation material 75 % and working in laboratory 25 %)
- spoken communication 20 %.

Assessment scale

0-5

Teaching methods

During the course, laboratory measurements and research are carried out in laboratory. Based on the measurements, a written report is made and evaluated. On the basis of the studies, a presentation is prepared and presented to other groups at the presentation. For the presentation, speech communication skills are practiced under the guidance of Finnish teachers.

Learning materials

For measurements, reference values are needed for the parts to be measured. These can be found in the automotive software as well as in the engine manufacturer's bulletins and repair instructions.
The manufacturer's press releases and other sources in the automotive industry are sources of research.

Student workload

The time use of the course is divided as follows:
- common issues and presentations: 6 hrs
- laboratory work: 40 h
- speech communication lectures: 12 hrs
- self-employment: 77 h.

Content scheduling

All groups do both measurement and research on one topic.
The measurement involves dismantling, examining, measuring and assembling the car's engine. Based on the measurements, an engine condition will be estimated in a report format.
One of the following topics is selected as the topic of the research:
1 Engine control system
2 Basic car electrical system
3 Hydraulics
4 Car light systems
5 Transmission, front-wheel drive
6 Car suspension system
7 Brakes
8 Steering system.
A presentation will be made from the research, which will be presented at the presentation.

Completion alternatives

There is no other way to execute the course.

Practical training and working life cooperation

You may need to ask the automotive industry for the information you need to carry out the measurement / research. Otherwise there is no working life cooperation in the course.

International connections

There is no international co-operation in the course.

Further information

Attendance is required at all sessions of the course.

Assessment criteria - fail (0) (Not in use, Look at the Assessment criteria above)

Student is not present in period.

Assessment criteria - satisfactory (1-2) (Not in use, Look at the Assessment criteria above)

Student is able to recognise and specify different kind of car parts and know how they work. Student can use measurement instruments. Student is motivated, is working in a group and is able to handle feedback. Can also make a report.

Assessment criteria - good (3-4) (Not in use, Look at the Assessment criteria above)

Student recognise main parts of engine and car and knows how they work. Student can use measurement instruments. Student is motivated and make all tasks in a schedule. Can make a proper report.

Assessment criteria - excellent (5) (Not in use, Look at the Assessment criteria above)

Student recognise main parts of engine and car and knows how they work. Student can use measurement instruments. Student is very motivated and make all tasks in a schedule. Can make a proper and illustrative report. Report is made by comply with TAMK report rules.

Objectives (course unit)

Students:
- know steering structures, suspension, suspension damping, wheel and tire structures and their effects on the handling characteristics of the vehicle
- know the braking system structures.

Content (course unit)

The course covers steering, wheel angle effect to the driving characteristics, tilt and nod center determination, suspension and damping effect on drive comfort and safety, design of suspension and damping, braking system engineering.

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

Can recognize and define vehicle suspension structures. Knows different suspension components, but can not justify own choices. Works in a group. Recognizes own co-operation skills. Recognizes automotive engineering working methods.

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

Can analyze suspension components choices to each other. Can choose best components to vehicle and justify own choices. Can work responsible in group and is ready to improve co-operational skills.

Assessment criteria, excellent (5) (course unit)

Understands widely suspension components in vehicle. Can choose and scale suspension components and create new structures. Can co-operate responsible, flexible and constructively. Develop both own and group co-operation.

Assessment criteria, pass/fail (course unit)

Student has not be able to do planning work, learning diary or examination acceptably.

Location and time

Implementation will take place in autumn. Precise schedule will be told in the beginning of the course.

Exam schedules

There is one examination or an evaluable practice work comparable to an exam during the implementation. Renewal of examination is possible in two events after implementation.
An abandoned learning diary can be supplemented and should be returned according to a separate instruction.

Assessment methods and criteria

Assessment of implementation and its importance:
- learning diary 70 %
- examination or exercise 30%.
Independent exercises will be included to learning diary.

Assessment scale

0-5

Teaching methods

Lectures, guided training lessons, learning diary.

Learning materials

Course literature:
- Miikka Mäenpää: Jousitus ja pyöräntuenta (thesis)
- Olavi Laine: Autotekniikkaa, 1. osa: ajo-ominaisuudet
- Olavi Laine: Autotekniikka, 2. osa
- Bosch: Automotive Handbook.

Student workload

Time resource for implementation:
- introduction 2 hours
- common theory lectures 34 hours
- group-specific exercise guidance 21 hours
- repetition 3 hours
- possible examination 2 hours
- independent work 73 hours.

Content scheduling

Implementation consists of:
- steering systems
- wheel alignment
- handling
- suspension
- spring types, characteristics and dimensioning
- vibration and damping
- tyres and rims
- braking systems and dimensioning.

Completion alternatives

Not possible.

Practical training and working life cooperation

In this course there is no connections to the working life.

International connections

In this course there is no international co-operation connections.

Assessment criteria - fail (0) (Not in use, Look at the Assessment criteria above)

Student has not be able to do learning diary or examination acceptably.

Assessment criteria - satisfactory (1-2) (Not in use, Look at the Assessment criteria above)

Can identify and define structural solutions for chassis and braking systems used in vehicles. Knows various chassis components and braking systems, but cannot justify his choices. Recognizes their interaction skills. Identify important practices in your field.

Assessment criteria - good (3-4) (Not in use, Look at the Assessment criteria above)

Is able to structure the options of different chassis components and braking systems in relation to each other. Can choose the most suitable parts from different components and justify his choice. Is able to cooperate responsibly and is ready to develop his / her interaction skills.

Assessment criteria - excellent (5) (Not in use, Look at the Assessment criteria above)

Has a broad understanding of the chassis structures and braking systems used in vehicles. Can choose parts for the vehicle's suspension and braking system and create new solutions. Can work responsibly, flexibly and constructively. Develops both personal and group interaction.

Objectives (course unit)

Students are able to:
- conduct practical automobile engineering measurements
- choose right measurement tools
- choose right sensors for the measurement
- program the measurement
- analyze measurement results

Content (course unit)

Sensors, data collection, data analyzing and measurements

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

Student is able to recognise and specify different kind of measurement methods when analysing vehicle systems. Student is working in a group and knows his interaction skills. Student also recognises basic working methods.

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

Student is able to compare different measurement methods. Student can also choose best method for measurement and can explain why he/she has chosen that method. Student is able to work responsibly in a group and is ready to improve interaction skills.

Assessment criteria, excellent (5) (course unit)

Student understands vehicle systems widely. Student is able to choose best method for measurement and can create new measurement methods. Student is able to work in a group responsibly, flexibly and constructively. Student is able to improve both his/her own and group interaction skills.

Assessment scale

0-5

Objectives (course unit)

Students are able to:
- estimate work safety in vehicle industry
- design and implement practical measurements
- complete supervisory tasks.

Content (course unit)

Students make various automotive and industrial vehicle measurements related to garage engineering and design.

Laboratory works are done in teams including report and assessment.

Examples: Work safety inspection, data collection practice, freely chosen practical project work.

Further information (course unit)

The course includes also one students' self-chosen laboratory work. Students can use the laboratory equipment or make the work outside of the laboratory.

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

Students know:
- Assess occupational safety in automotive workplaces

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

Students know:
- Assess occupational safety in automotive workplaces
- design and implement practical measurements

Assessment criteria, excellent (5) (course unit)

Students know:
- Assess occupational safety in automotive workplaces
- design and implement practical measurements
- performance management.

Assessment scale

0-5

Objectives (course unit)

Students are able to:
- use and understand vehicle performance dynamo meter and engine break
- assess and repair vehicle glass damages
- assess and measure vehicle body geometry and necessary repairs
- make measurements on vehicle electrical systems using digital devices

Student receive adequate training to certify for vehicle climate control mechanic or supervisor.

Content (course unit)

Student learn in practice about the use of vehicle digital technology.

Students make various measurements related to the automotive and industrial vehicle basic skills in a garage, vehicle inspection and engineering.

Laboratory work is done in teams including the report and result assessment.

Examples of laboratory works: Brake force measurement, driving condition measurements, noise, exhaust gas and lambda measurements, engine break and vehicle dynamometer measurements and voltage loss measurements.

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

Student is able to recognise and specify different kind of measurement methods when analysing vehicle systems. Student is working in a group and knows his interaction skills. Student also recognises basic working methods.

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

Student is able to compare different measurement methods. Student can also choose best method for measurement and can explain why he/she has chosen that method. Student is able to work responsibly in a group and is ready to improve interaction skills.

Assessment criteria, excellent (5) (course unit)

Student understands vehicle systems widely. Student is able to choose best method for measurement and can create new measurement methods. Student is able to work in a group responsibly, flexibly and constructively. Student is able to improve both his/her own and group interaction skills.

Assessment scale

0-5

Objectives (course unit)

Students are able to:
- use and understand vehicle performance dynamo meter and engine break
- assess and repair vehicle glass damages
- assess and measure vehicle body geometry and necessary repairs
- make measurements on vehicle electrical systems using digital devices

Student receive adequate training to certify for vehicle climate control mechanic or supervisor.

Content (course unit)

Student learn in practice about the use of vehicle digital technology.

Students make various measurements related to the automotive and industrial vehicle basic skills in a garage, vehicle inspection and engineering.

Laboratory work is done in teams including the report and result assessment.

Examples of laboratory works: Brake force measurement, driving condition measurements, noise, exhaust gas and lambda measurements, engine break and vehicle dynamometer measurements and voltage loss measurements.

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

Student is able to recognise and specify different kind of measurement methods when analysing vehicle systems. Student is working in a group and knows his interaction skills. Student also recognises basic working methods.

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

Student is able to compare different measurement methods. Student can also choose best method for measurement and can explain why he/she has chosen that method. Student is able to work responsibly in a group and is ready to improve interaction skills.

Assessment criteria, excellent (5) (course unit)

Student understands vehicle systems widely. Student is able to choose best method for measurement and can create new measurement methods. Student is able to work in a group responsibly, flexibly and constructively. Student is able to improve both his/her own and group interaction skills.

Assessment scale

0-5

Objectives (course unit)

Students are able to:
- test most sensors in a vehicle
- search for faults
- use multibrand diagnostic tool
- analyze vehicle exhaust emissions
- measure and analyze vehicle can-bus

Content (course unit)

Student make laboratory works mainly related to the electrical and digital systems.

Laboratory works are done in teams including report and assessment.

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

Student is able to recognise and specify different kind of measurement methods when analysing vehicle systems. Student is working in a group and knows his interaction skills. Student also recognises basic working methods.

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

Student is able to compare different measurement methods. Student can also choose best method for measurement and can explain why he/she has chosen that method. Student is able to work responsibly in a group and is ready to improve interaction skills.

Assessment criteria, excellent (5) (course unit)

Student understands vehicle systems widely. Student is able to choose best method for measurement and can create new measurement methods. Student is able to work in a group responsibly, flexibly and constructively. Student is able to improve both his/her own and group interaction skills.

Assessment criteria, pass/fail (course unit)

Student is not able to make reports acceptably.

Location and time

Implementation is in autumn season. Measurements will be done in automotive laboratory.

Assessment methods and criteria

Laboratory work is done in teams including the report and result assessment. Students will make a report from every laboratory work. Every report will be returned to teacher not later than two weeks after the work is done. If report is late over two weeks it will be failed.

Assessment scale

0-5

Teaching methods

Making measurements in laboratory, making report.

Learning materials

Bosch: Automotive Handbook. Juhala, M: Moottorialan sähköoppi.

Student workload

Time resource:
- 6 huors lectures
- 50 hours measurements
- 77 hours examine and making reports.
In laboratory measurements attendance is compulsory. All parts of implementation have to be approved.Laboratory measurements will be done according to the work list.

Content scheduling

In first meeting measurement works will be introduced and working groups will be formed. After that groups are making measurements according to time schedule. Feedback will be in last meeting.

Completion alternatives

It is not possible to accomplish implementation in other way.

Practical training and working life cooperation

In this implementation there is no co-operation with working life.

International connections

In this implementation there is no international co-operation.

Assessment criteria - fail (0) (Not in use, Look at the Assessment criteria above)

Student is not able to make reports acceptably.

Assessment criteria - satisfactory (1-2) (Not in use, Look at the Assessment criteria above)

Student is able to recognise and specify different kind of measurement methods when analysing vehicle systems. Student is working in a group and knows his interaction skills. Student also recognises basic working methods.

Assessment criteria - good (3-4) (Not in use, Look at the Assessment criteria above)

Student is able to compare different measurement methods. Student can also choose best method for measurement and can explain why he/she has chosen that method. Student is able to work responsibly in a group and is ready to improve interaction skills.

Assessment criteria - excellent (5) (Not in use, Look at the Assessment criteria above)

Student understands vehicle systems widely. Student is able to choose best method for measurement and can create new measurement methods. Student is able to work in a group responsibly, flexibly and constructively. Student is able to improve both his/her own and group interaction skills.

Content (course unit)

Emergency First Aid Training and Related Automotive Electrical Safety Training SFS6002. Laboratory Safety Training.

Further information (course unit)

This whole must be completed before you can start working in the auto lab at TAMK.

Assessment scale

Pass/Fail

Assessment scale

0-5

Objectives (course unit)

Student is able to
- apply the concepts of limit and derivative when solving practical problems
- interpret derivative as rate of change
- determine the derivative using graphical, numerical and symbolical methods
- construct error estimates using the differential method

Content (course unit)

Limit, Derivative, Partial Derivative, Graphical Differentiation, Numerical Differentiation, Symbolic Differentiation, Applications of Derivative, Error Estimation with Differential.

Prerequisites (course unit)

Orientation for Engineering Mathematics and Functions and Matrices or similar skills

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

Student understands the basic concept of derivative and is able to solve simple applications that are similar to the model problems solved during the course. Student also knows how to interpret derivative in graphs and how to compute it numerically. Justification of solutions and using mathematical concepts may still be somewhat vague. Student takes care of his/her own studies and can cope with exercises with some help from the group.

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

In addition, student is able to apply derivative to basic technical problems, for example to optimization. Student is also able to explain the methods of her/his solutions. Mathematical notations and concepts are mainly used correctly. Student is able to solve the given exercises independently and also helps other students in the group.

Assessment criteria, excellent (5) (course unit)

In addition, student has an overall understanding of course topics. He/she can solve more demanding engineering problems and has the ability to present and justify the chosen methods of solution. Mathematical notations and concepts are used precisely. Student is motivated and committed to help the group to manage the course.

Assessment scale

0-5

Objectives (course unit)

Student is able to
- apply the concepts of limit and derivative when solving practical problems
- interpret derivative as rate of change
- determine the derivative using graphical, numerical and symbolical methods
- construct error estimates using the differential method

Content (course unit)

Limit, Derivative, Partial Derivative, Graphical Differentiation, Numerical Differentiation, Symbolic Differentiation, Applications of Derivative, Error Estimation with Differential.

Prerequisites (course unit)

Orientation for Engineering Mathematics and Functions and Matrices or similar skills

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

Student understands the basic concept of derivative and is able to solve simple applications that are similar to the model problems solved during the course. Student also knows how to interpret derivative in graphs and how to compute it numerically. Justification of solutions and using mathematical concepts may still be somewhat vague. Student takes care of his/her own studies and can cope with exercises with some help from the group.

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

In addition, student is able to apply derivative to basic technical problems, for example to optimization. Student is also able to explain the methods of her/his solutions. Mathematical notations and concepts are mainly used correctly. Student is able to solve the given exercises independently and also helps other students in the group.

Assessment criteria, excellent (5) (course unit)

In addition, student has an overall understanding of course topics. He/she can solve more demanding engineering problems and has the ability to present and justify the chosen methods of solution. Mathematical notations and concepts are used precisely. Student is motivated and committed to help the group to manage the course.

Assessment scale

0-5

Objectives (course unit)

The student is familiar with the theoretical basis of the finite element method and can analyze structures and machine parts under static loading conditions using a typical FEM-program. The student will master the basic concepts of the finite element method, will know the most important element types, is able to utilize the results of FEM-analysis and will know the structure of a typical FEM-program. The student is familiar with the theory of the direct finite element method of trusses and frames and gets practice in applying the finite element method to two- and three-dimensional solid bodies.

Content (course unit)

Basic concepts of the finite element method, element types and results of the FEM-analysis. The structure of a typical FEM-program and its line of action. The direct finite element method of trusses and frames. Using a FEM-program in practice.

Prerequisites (course unit)

Prerequisites: The student knows the principles of statics and strength of materials and is familiar with the basics of the theory of elasticity.

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

The student knows the basic ideas of the element method. The student knows the theory of the elemental method of lattice and frame structures. The student is able to solve the tasks of calculating structures and machine parts using the elementary method of linear statics. The student recognizes the limitations of the element method and their effect. The student is somewhat motivated, takes responsibility for his / her performance, knows how to work in the group and gives and receives feedback.

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

The student knows the basic ideas of the element method well. The student understands the theory of the element method of lattice and frame structures. The student is able to independently solve the calculation tasks of structures and machine parts using the elementary method of linear statics. The student understands the limitations of the element method and is able to describe their effect. Students are motivated, take responsibility for their own and team performance and are able to constructively give and receive feedback.

Assessment criteria, excellent (5) (course unit)

The student knows the basic ideas of the element method. The student knows the theory of the element method of lattice and frame structures and is able to apply it to practice. The student is able to independently solve the calculation tasks of structures and machine parts using the elementary method of linear statics. The student understands the constraints of the element method and can reasonably describe their effect. Students are highly motivated, committed to taking responsibility for their own and group performance, and are able to systematically use feedback as a tool for professional growth.

Assessment scale

0-5

Objectives (course unit)

Students
- can and dare speak and write English better
- can and dare perform better in English
- increase their vocabulary
- know the most important grammar structures

Content (course unit)

• telling about oneself
• travel
• small talk
• discussion and presentation exercises
• basic vocabulary of the field of study
• reviewing basic grammar

Prerequisites (course unit)

Upper secondary school English

Further information (course unit)

Sufficient skills in Finnish
Mandatory participation on 80% of the classes

Alternative forms of completion: approved skills test or corresponding studies at another university of applied sciences

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

Student
- knows how to give a simple and comprehensible presentation using ready-made material and tips - copes with simple conversational situations
- understand the main points of normal-paced speech, when the message is repeated if necessary
- pronounces intelligibly most of the time
- writes quite intelligibly
- uses simple basic grammar structures in an understandable way
- uses the basic vocabulary of the field of study so that the basic message is conveyed
- finds the information the student is looking for in texts that deal with familiar topics

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

Student
- can give a clear presentation using helpers
- talks quite fluently
- understand people speaking with different accents when the topic of conversation is familiar
- pronounces quite naturally and clearly
- writes fairly fluently and clearly
- uses grammatical structures mostly correctly and corrects mistakes in language use if they have led to misunderstandings
- understands and uses the vocabulary quite precisely
- understands the main points and most details of the text read

Assessment criteria, excellent (5) (course unit)

Student
- knows how to prepare and deliver a convincing, structured presentation
- talks fluently
- understands relatively easily even people who speak with different accents
- pronounces naturally and clearly
- writes fluently and appropriately
- uses versatile grammar structures and manages them almost flawlessly
- understands and uses vocabulary skillfully and accurately
- understands both the main points and details of even a demanding text

Assessment scale

0-5

Objectives (course unit)

Students
- can and dare speak and write English better
- can and dare perform better in English
- increase their vocabulary
- know the most important grammar structures

Content (course unit)

• telling about oneself
• travel
• small talk
• discussion and presentation exercises
• basic vocabulary of the field of study
• reviewing basic grammar

Prerequisites (course unit)

Upper secondary school English

Further information (course unit)

Sufficient skills in Finnish
Mandatory participation on 80% of the classes

Alternative forms of completion: approved skills test or corresponding studies at another university of applied sciences

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

Student
- knows how to give a simple and comprehensible presentation using ready-made material and tips - copes with simple conversational situations
- understand the main points of normal-paced speech, when the message is repeated if necessary
- pronounces intelligibly most of the time
- writes quite intelligibly
- uses simple basic grammar structures in an understandable way
- uses the basic vocabulary of the field of study so that the basic message is conveyed
- finds the information the student is looking for in texts that deal with familiar topics

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

Student
- can give a clear presentation using helpers
- talks quite fluently
- understand people speaking with different accents when the topic of conversation is familiar
- pronounces quite naturally and clearly
- writes fairly fluently and clearly
- uses grammatical structures mostly correctly and corrects mistakes in language use if they have led to misunderstandings
- understands and uses the vocabulary quite precisely
- understands the main points and most details of the text read

Assessment criteria, excellent (5) (course unit)

Student
- knows how to prepare and deliver a convincing, structured presentation
- talks fluently
- understands relatively easily even people who speak with different accents
- pronounces naturally and clearly
- writes fluently and appropriately
- uses versatile grammar structures and manages them almost flawlessly
- understands and uses vocabulary skillfully and accurately
- understands both the main points and details of even a demanding text

Assessment scale

0-5

Objectives (course unit)

Students are able to:
- achieve results in work related communication situations (e.g. presentations, negotiations, various customer service situations)
- write documents for job applications and manage job interviews
work in multicultural environment
- communicate with professional terminology

Content (course unit)

- Work related communication situations (e.g. product/machine/equipment/process presentations, conferences and negotiations, trade shows)
- Job applications
- Professional terminology
- Internet studies with a foreign student group (e.g. Hannover University of Applied Sciences)

Prerequisites (course unit)

Recommended Working English for Engineers or similar knowledge

Assessment scale

0-5

Objectives (course unit)

Students are able to:
- achieve results in work related communication situations (e.g. presentations, negotiations, various customer service situations)
- write documents for job applications and manage job interviews
work in multicultural environment
- communicate with professional terminology

Content (course unit)

- Work related communication situations (e.g. product/machine/equipment/process presentations, conferences and negotiations, trade shows)
- Job applications
- Professional terminology
- Internet studies with a foreign student group (e.g. Hannover University of Applied Sciences)

Prerequisites (course unit)

Recommended Working English for Engineers or similar knowledge

Location and time

TAMK campus according to the timetable.

Exam schedules

Final exam
Written assignment
Oral presentation
80% attendance requirement must be met to obtain a grade for the course.
Failure to complete the tasks or meet the attendance requirement may result in a lower or failed grade.

Assessment methods and criteria

The assessment is based on successful completion of the following tasks and activities:
• Written tasks throughout the course (e.g. CV, job application letter, technical report, agenda)
• Mandatory oral activities (job interview, pair presentation, meetings and negotiations)
• Active participation (participation in class activities, contribution to discussions, home assignments).

Assessment scale

0-5

Teaching methods

Contact teaching, presentations, discussions, pair and group work, individual and collaborative online activities, self-study.

Learning materials

Materials on Moodle

Student workload

Classes on-campus
Independent work at home

Content scheduling

Contact teaching in periods 3 and 4.

Completion alternatives

If the student has completed corresponding studies at another university or university of applied sciences or has extensive work experience where the working language is English, the student may apply for credit transfer or recognition of competence through HyväHot-system.

Such cases have to be discussed with the teacher at the start of the course, and the student may be required to complete additional assignments to demonstrate their knowledge and skills.

If your level of English is around 4-5, you can sign up for the intensive course ”A Fast Track to Professional English".

Practical training and working life cooperation

none

International connections

none

Further information

Please inform the teacher if you have a proposal for individual study arrangements.

Assessment criteria - fail (0) (Not in use, Look at the Assessment criteria above)

The student failed to complete the required tasks and activities.

Assessment criteria - satisfactory (1-2) (Not in use, Look at the Assessment criteria above)

The student:
• speaks understandably but somewhat inaccurately
• expresses himself/herself using satisfactory vocabulary and basic grammatical structures
• can communicate essential messages using basic professional terminology appropriate to the situation
• understands main points of professional materials in his/her technical field and is able to obtain basic information from these materials

Assessment criteria - good (3-4) (Not in use, Look at the Assessment criteria above)

The student:
• speaks clearly and understandably, with occasional mistakes
• expresses himself/herself clearly, using sufficient vocabulary and a range of grammatical structures
• can communicate messages coherently, using a variety of professional terms appropriate to the situation; can distinguish between different speaking and writing styles
• understands most points of professional materials in his/her technical field, is able to obtain the required information and convey it in an understandable manner

Assessment criteria - excellent (5) (Not in use, Look at the Assessment criteria above)

The student:
• speaks fluently, with only minor mistakes
• expresses himself/herself articulately, using extensive vocabulary and complex grammatical structures
• can communicate messages professionally and effectively; demonstrates good understanding of different speaking and writing styles and is able to tailor messages accordingly, depending on the situation
• understands most points of demanding professional materials in his/her technical field, is able to convey the obtained information professionally, and apply the acquired knowledge

Objectives (course unit)

Students can make a project plan including:
- technical description
- work brake down structure
- network diagram
- schedule
- resource allocation
- cost calculations
- risk management plan
- control and follow up methods

Content (course unit)

Students plan the Formula Student project using project management methods and software.

Further information (course unit)

Chosen students plan the Formula Student project that will be executed during the following study year.

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

Students project skills are not good, e.g. schedule is not followed and results only partially useful. Working hours are below target or unevenly distributed among team members.

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

Student produce useful perspectives and ideas. The project covers all aspects and is well planned. Working hours are only little below target and are evenly distributed among team members.

Assessment criteria, excellent (5) (course unit)

The project plan can be used as it is. The project covers all aspects and is well planned. Working hours are are within target and are evenly distributed among team members. Team members have all participated in the work.

Location and time

The course is carried out according to the timetable. The lectures are considered as contact teaching.

Exam schedules

The seminar will be held in April. The exam will be held in March or April, and it covers the theory part of the course. There is a possibility to repeat a failed exam twice at a separately agreed time.

Assessment scale

0-5

Teaching methods

The course consists of theory lectures, group work and a presentation seminar.

Learning materials

Moodle contains material for theory teaching (to be opened in the beginning of the course).

Student workload

Time use consists of:
- theoretical lectures 15 h
- guidance lessons as announced separately
- seminar presentations 3 h
Including independent work 81 hours in total.

Content scheduling

At the beginning of the implementation, theory lectures will be given (in Finnish). After that, the project topics are presented to the groups (in Finnish and in English if needed). The groups select the appropriate topic and start working on the project plan for it. Every couple of weeks, get together to see how the work has progressed. Finally, a seminar will be held where the groups will present their project plan to their clients.

Completion alternatives

There is no other way to execute.

Practical training and working life cooperation

Collaboration with TAMK's Formula Student team.

International connections

The implementation has no international connections.

Further information

Aims of the course:
The student is able to make a project plan which includes:
- technical specification
- work breakdown structure
- block grid based on technical specification
- timetable
- resourcing
- cost accounting
- the risk plan
- guidance and monitoring methods.
The exam will be held in March or April, and it covers the theory part of the course.

Objectives (course unit)

Students work independently in a multi disciplinary international team learning necessary work skills

Students are able to:
- work in teams
- test the vehicle and sub-assemblies

Industrial vehicle engineering student is able to:
- use engineering software
- implement the designs in practice
- design a working vehicle

Garage engineering students are able to:
- make international and domestic purchases
- acquire and maintain cooperative relationships with sponsors
- build a working vehicle

Content (course unit)

Competition rules
Engine and power transmission
Steering, brakes and suspension
Bodywork
Electricity and automation
Testing, data collecting and analyzing

Further information (course unit)

Students will keep a journal and carry out the agreed tasks on time while collecting a portfolio to demonstrate their skills. Performance evaluation is based on the portfolio. Amount of credit units can vary based on the size of student work.

Students to the project are selected through selection process. The study course can be replaced with other studies that are accepted in the personal study plan.

Assessment criteria, pass/fail (course unit)

Students are able to:
- work in teams
- test the vehicle and sub-assemblies

Industrial vehicle engineering student is able to:
- use engineering software
- implement the designs in practice
- design a working vehicle

Garage engineering students are able to:
- make international and domestic purchases
- acquire and maintain cooperative relationships with sponsors
- build a working vehicle

Assessment scale

0-5

Objectives (course unit)

Student is able to:
- understand the concept of a function and recognizes the characteristic properties of different basic functions
- solve equations involving basic functions and apply them in practical problems
- recognize graphs of basic functions
- perform basic calculations with matrices and apply them in practical problems

Content (course unit)

Basic Functions and Terminology (Polynomial, Rational, Power, Exponential, Logarithmic and Trigonometric Functions), Graphs of Basic Functions, Equations, Matrix Operations, Group of Linear Equations.

Prerequisites (course unit)

Orientation for engineering mathematics or similar skills.

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

Student understands the basic concepts of functions and matrices and recognizes typical graphs of elementary functions. Student is able to solve simple equations involving exponential, logarithmic or trigonometric functions. Justification of solutions and the usage of mathematical concepts may still be somewhat vague. Student takes care of his/her own studies and can cope with exercises with some help from the group.

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

In addition, student is able to solve equations involving basic functions and knows how to perform calculations with matrices. Student is also able to explain the methods of her/his solutions. Mathematical notations and concepts are mainly used correctly. Student is able to solve the given exercises independently and also helps other students in the group.

Assessment criteria, excellent (5) (course unit)

In addition, student has an overall understanding of using course topics to solve various applications and the ability to present and justify the chosen methods of solution. Mathematical notations and concepts are used precisely. Student is motivated and also committed to help the group to manage the course.

Assessment scale

0-5

Objectives (course unit)

Student is able to:
- understand the concept of a function and recognizes the characteristic properties of different basic functions
- solve equations involving basic functions and apply them in practical problems
- recognize graphs of basic functions
- perform basic calculations with matrices and apply them in practical problems

Content (course unit)

Basic Functions and Terminology (Polynomial, Rational, Power, Exponential, Logarithmic and Trigonometric Functions), Graphs of Basic Functions, Equations, Matrix Operations, Group of Linear Equations.

Prerequisites (course unit)

Orientation for engineering mathematics or similar skills.

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

Student understands the basic concepts of functions and matrices and recognizes typical graphs of elementary functions. Student is able to solve simple equations involving exponential, logarithmic or trigonometric functions. Justification of solutions and the usage of mathematical concepts may still be somewhat vague. Student takes care of his/her own studies and can cope with exercises with some help from the group.

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

In addition, student is able to solve equations involving basic functions and knows how to perform calculations with matrices. Student is also able to explain the methods of her/his solutions. Mathematical notations and concepts are mainly used correctly. Student is able to solve the given exercises independently and also helps other students in the group.

Assessment criteria, excellent (5) (course unit)

In addition, student has an overall understanding of using course topics to solve various applications and the ability to present and justify the chosen methods of solution. Mathematical notations and concepts are used precisely. Student is motivated and also committed to help the group to manage the course.

Assessment scale

0-5

Objectives (course unit)

Students are able to
- make controlled measurements
- make plans of measurements
- evaluate reliability of measurements
- evaluate importance of measurements

Content (course unit)

Measurements of students own technical area
Reporting of laboratory works made
Project learning applications

Prerequisites (course unit)

Basics of Measuring and Reporting

Further information (course unit)

Alternative ways for project learning implementations

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

Student has accomplished all required learning tasks. Student is able to plan and carry out measurements in physics and his/her engineering field. Reports may contain small errors or are slightly inadequate.The reports don't fully follow reporting guidelines.

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

Student is able to plan and carry out measurements in physics and his/her engineering field. Student is able to report the results according to the guidelines and so that all important aspects are included. Report forms a coherent entity.

Assessment criteria, excellent (5) (course unit)

Student is able to plan and carry out measurements independently in physics and his/her engineering field.Student is able to report the results well and clearly following the reporting guidelines. Reports form a coherent and comprehensive entity that covers all relevant aspects and topics.

Assessment criteria, pass/fail (course unit)

Fail: Not all required assignments are fulfilled or student has been absent.

Assessment scale

0-5

Objectives (course unit)

Students are able to
- make controlled measurements
- make plans of measurements
- evaluate reliability of measurements
- evaluate importance of measurements

Content (course unit)

Measurements of students own technical area
Reporting of laboratory works made
Project learning applications

Prerequisites (course unit)

Basics of Measuring and Reporting

Further information (course unit)

Alternative ways for project learning implementations

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

Student has accomplished all required learning tasks. Student is able to plan and carry out measurements in physics and his/her engineering field. Reports may contain small errors or are slightly inadequate.The reports don't fully follow reporting guidelines.

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

Student is able to plan and carry out measurements in physics and his/her engineering field. Student is able to report the results according to the guidelines and so that all important aspects are included. Report forms a coherent entity.

Assessment criteria, excellent (5) (course unit)

Student is able to plan and carry out measurements independently in physics and his/her engineering field.Student is able to report the results well and clearly following the reporting guidelines. Reports form a coherent and comprehensive entity that covers all relevant aspects and topics.

Assessment criteria, pass/fail (course unit)

Fail: Not all required assignments are fulfilled or student has been absent.

Assessment scale

0-5

Objectives (course unit)

Student is able to:
- understand basic terminology of geometry
- calculate areas and volumes of two- and three-dimensional objects
- apply vectors to technical problems
- perform calculations with complex numbers

Content (course unit)

Terminology of Geometry, Solving a Scalene Triangle, Areas and Volumes, Center of Mass of a Plane Region, Similarity, Scale, Vectors and Applications, Complex Numbers.

Prerequisites (course unit)

Orientation for engineering mathematics or similar skills.

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

Student understands the basic concepts of geometry and vector calculations and is able to solve simple applications that are similar to the problems solved during the course. Student is familiar to different forms of complex numbers and is able to perform calculations with them. Justification of solutions and the usage of mathematical concepts may still be somewhat vague. Student takes care of his/her own studies and can cope with exercises with some help from the group.

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

In addition, student is able to solve basic geometrical problems and knows how to apply vectors to technical problems. Student can also explain the methods of her/his solutions. Mathematical notations and concepts are mainly used correctly. Student is able to solve the given exercises independently and also helps other students in the group.

Assessment criteria, excellent (5) (course unit)

In addition, student has an overall understanding of course topics. He/she can solve more demanding engineering problems and has the ability to present and justify the chosen methods of solution. Mathematical notations and concepts are used precisely. Student is motivated and committed to help the group to manage the course.

Assessment scale

0-5

Objectives (course unit)

Student is able to:
- understand basic terminology of geometry
- calculate areas and volumes of two- and three-dimensional objects
- apply vectors to technical problems
- perform calculations with complex numbers

Content (course unit)

Terminology of Geometry, Solving a Scalene Triangle, Areas and Volumes, Center of Mass of a Plane Region, Similarity, Scale, Vectors and Applications, Complex Numbers.

Prerequisites (course unit)

Orientation for engineering mathematics or similar skills.

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

Student understands the basic concepts of geometry and vector calculations and is able to solve simple applications that are similar to the problems solved during the course. Student is familiar to different forms of complex numbers and is able to perform calculations with them. Justification of solutions and the usage of mathematical concepts may still be somewhat vague. Student takes care of his/her own studies and can cope with exercises with some help from the group.

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

In addition, student is able to solve basic geometrical problems and knows how to apply vectors to technical problems. Student can also explain the methods of her/his solutions. Mathematical notations and concepts are mainly used correctly. Student is able to solve the given exercises independently and also helps other students in the group.

Assessment criteria, excellent (5) (course unit)

In addition, student has an overall understanding of course topics. He/she can solve more demanding engineering problems and has the ability to present and justify the chosen methods of solution. Mathematical notations and concepts are used precisely. Student is motivated and committed to help the group to manage the course.

Assessment scale

0-5

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)

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)

Students are able to work as a productive part of the work place in the automotive industry.

Content (course unit)

The student is able to work in the automotive industry as part of the work community. Getting a deeper insight into the usual work tasks, techniques, occupational safety and different practices in your field at work. For each student, the training should teach the new one compared to the 1st training.

Further information (course unit)

Students get their trainee jobs on their own initiative. Credit units are applied for with a form after the training in September.

The trainee job must be in the automotive industry and the job directly related to the automotive business. Other industries or jobs are not accepted as a formal training.

Examples of accepted jobs in garage engineering: spare part salesman, car mechanic, car inspection scheduler.

Examples of accepted jobs in industrial vehicle and intelligent machines engineering: spare part salesman, mechanic (any industry), purchaser, car inspection scheduler.

Examples of jobs not accepted: bus driver and truck driver. The reason for not accepting the jobs as training is their connection to the logistics and having only cursory connection to the automotive engineering.

Assessment criteria, pass/fail (course unit)

Practical Training 2 must be specific to the studies. Other jobs or tasks are not accepted as part of the training. Typical example of not acceptable job is driving. The second year students complete 33 day of training during the summer period, i.e. 10 c.u..

Examples of accepted jobs in garage engineering: spare part salesman, car mechanic, car inspection scheduler.

Examples of accepted jobs in industrial vehicle and intelligent machines engineering: spare part salesman, mechanic (any industry), purchaser, car inspection scheduler.

Examples of jobs not accepted: bus driver and truck driver. The reason for not accepting the jobs as training is their connection to the logistics and having only cursory connection to the automotive engineering.

Assessment scale

Pass/Fail

Objectives (course unit)

After the course students master equations of flow technology, knows the structural details of components can design and dimension hydraulic systems and is familiar with the hydraulic required components.

Students become familiar with electro-hydraulic control systems and digital hydraulics, and how to design a proportional control.

Students learn about environmentally friendly water hydraulics.

Content (course unit)

Flow technology theory, valves and actuators sizing, circuit diagrams, system design and applications. Proportional valves, proportional control and design, servo valves and systems design.

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

Students recognize main components and know how they work. They can read hydraulics diagrams. Students are somewhat motivated and can work in a team and receive feedback.

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

Students are able to dimension main components and draw hydraulics diagrams. They understand power loss in power transmission and can manage it by choosing right components and systems. Students are motivated and complete task in schedule.

Assessment criteria, excellent (5) (course unit)

Students are able to dimension hydraulics components and draw diagrams according to standards. They understand interaction between components and hydraulics. They understand the principles of proportional steering and can dimension proportional systems, Students are very motivated and complete tasks in schedule.

Assessment scale

0-5

Assessment criteria - fail (0) (Not in use, Look at the Assessment criteria above)

The student does not return the assignment or does not receive an acceptable grade in the exam.

Assessment criteria - satisfactory (1-2) (Not in use, Look at the Assessment criteria above)

The student identifies the main components and knows how they work. Can read hydraulic diagrams. The student is somewhat motivated, knows how to work in a group and is able to receive feedback.

Assessment criteria - good (3-4) (Not in use, Look at the Assessment criteria above)

The student is able to dimension the main components and draw up hydraulic diagrams. The student understands the determination of power dissipation in the power transmission chain and is able to control it by selecting components and systems. The student is motivated and completes the assigned tasks on schedule.

Assessment criteria - excellent (5) (Not in use, Look at the Assessment criteria above)

The student is able to dimension hydraulic components and is able to draw diagrams in accordance with the standard. The student understands the interaction between actuators and hydraulics. The student understands the principle of proportional control and is able to dimension a proportional system in a supervised manner. The student is well motivated and returns the assignments on time.

Objectives (course unit)

After the course students master equations of flow technology, knows the structural details of components can design and dimension hydraulic systems and is familiar with the hydraulic required components.

Students become familiar with electro-hydraulic control systems and digital hydraulics, and how to design a proportional control.

Students learn about environmentally friendly water hydraulics.

Content (course unit)

Flow technology theory, valves and actuators sizing, circuit diagrams, system design and applications. Proportional valves, proportional control and design, servo valves and systems design.

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

Students recognize main components and know how they work. They can read hydraulics diagrams. Students are somewhat motivated and can work in a team and receive feedback.

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

Students are able to dimension main components and draw hydraulics diagrams. They understand power loss in power transmission and can manage it by choosing right components and systems. Students are motivated and complete task in schedule.

Assessment criteria, excellent (5) (course unit)

Students are able to dimension hydraulics components and draw diagrams according to standards. They understand interaction between components and hydraulics. They understand the principles of proportional steering and can dimension proportional systems, Students are very motivated and complete tasks in schedule.

Assessment scale

0-5

Assessment criteria - fail (0) (Not in use, Look at the Assessment criteria above)

The student does not return the assignment or does not receive an acceptable grade in the exam.

Assessment criteria - satisfactory (1-2) (Not in use, Look at the Assessment criteria above)

The student identifies the main components and knows how they work. Can read hydraulic diagrams. The student is somewhat motivated, knows how to work in a group and is able to receive feedback.

Assessment criteria - good (3-4) (Not in use, Look at the Assessment criteria above)

The student is able to dimension the main components and draw up hydraulic diagrams. The student understands the determination of power dissipation in the power transmission chain and is able to control it by selecting components and systems. The student is motivated and completes the assigned tasks on schedule.

Assessment criteria - excellent (5) (Not in use, Look at the Assessment criteria above)

The student is able to dimension hydraulic components and is able to draw diagrams in accordance with the standard. The student understands the interaction between actuators and hydraulics. The student understands the principle of proportional control and is able to dimension a proportional system in a supervised manner. The student is well motivated and returns the assignments on time.

Objectives (course unit)

Student is able to
- understand basic terminology of integral calculus
- determine integral graphically, numerically and symbolically
- calculate areas using definite integral
- solve basic differential equations and use differential equations for modeling physical phenomena

Content (course unit)

Integral Function, Definite Integral, Graphical Integration, Numerical Integration, Symbolic Integration, Calculation of Areas and Volumes with Integral, Differential Equations and Applications.

Prerequisites (course unit)

Orientation for Engineering Mathematics, Functions and Matrices and Differential Calculus or similar skills

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

Student understands the basic concepts of integration and is able to solve simple applications that are similar to the model problems solved during the course. Student is also familiar to solution methods of simple differential equations. Justification of solutions and using mathematical concepts may still be somewhat vague. Student takes care of his/her own studies and can cope with exercises with some help from the group.

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

In addition, student understands how to apply definite integrals to solve technical problems. Student is also able to explain the methods of her/his solutions. Mathematical notations and concepts are mainly used correctly. Student is able to solve the given exercises independently and also helps other students in the group.

Assessment criteria, excellent (5) (course unit)

In addition, student has an overall understanding of course topics. He/she can solve more demanding engineering problems and has the ability to present and justify the chosen methods of solution. Mathematical notations and concepts are used precisely. Student is motivated and committed to help the group to manage the course.

Assessment scale

0-5

Objectives (course unit)

Student is able to
- understand basic terminology of integral calculus
- determine integral graphically, numerically and symbolically
- calculate areas using definite integral
- solve basic differential equations and use differential equations for modeling physical phenomena

Content (course unit)

Integral Function, Definite Integral, Graphical Integration, Numerical Integration, Symbolic Integration, Calculation of Areas and Volumes with Integral, Differential Equations and Applications.

Prerequisites (course unit)

Orientation for Engineering Mathematics, Functions and Matrices and Differential Calculus or similar skills

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

Student understands the basic concepts of integration and is able to solve simple applications that are similar to the model problems solved during the course. Student is also familiar to solution methods of simple differential equations. Justification of solutions and using mathematical concepts may still be somewhat vague. Student takes care of his/her own studies and can cope with exercises with some help from the group.

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

In addition, student understands how to apply definite integrals to solve technical problems. Student is also able to explain the methods of her/his solutions. Mathematical notations and concepts are mainly used correctly. Student is able to solve the given exercises independently and also helps other students in the group.

Assessment criteria, excellent (5) (course unit)

In addition, student has an overall understanding of course topics. He/she can solve more demanding engineering problems and has the ability to present and justify the chosen methods of solution. Mathematical notations and concepts are used precisely. Student is motivated and committed to help the group to manage the course.

Assessment scale

0-5

Objectives (course unit)

Students understand key topics in work related legislation and public law. These are important when working as a manager or supervisor in the workplace.

Students are able to account for social and psychological motives in the workplace.

Content (course unit)

Key topics of work psychology and their use in practice. Organization models and work in an organization. Leadership methods and individual sensitivity in leadership situations.

Main topics of consumer, work related and public law.

Further information (course unit)

Armed forces leadership training doesn't release students from this course because contents are different.

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

Leadership: Students answers are not complete. Students have experience but have not read the course material.
Public law:Students have reached some of the course goals. Students know course topics and examples..

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

Leadership: Students are able to give answers based on the course material.
Public law:Students have learned the course topics but some areas need improvement. Students know very well the course topics and examples. Students can analyze cases with some reasoning are able to apply the knowledge in practice.

Assessment criteria, excellent (5) (course unit)

Leadership: Students are able to apply the knowledge with the regards to the presented leadership case problems.
Public law:Students have fully reached the course goals. Students know very well the course topics and examples. Students understand the topics and are able to apply the knowledge in practice.

Location and time

Conjoint face-to-face processing between participants takes place in class room according to syllabus. Peer-groups decide to themselves the place and time for the peer-group processing, during those weeks which has been agreed to. It is also possible for teacher and students to construct timetable during the course, if need occurs. In case of pandemy teaching will take place with the help of digital tools.

Exam schedules

An exam will be organised only upon joint agreement between responsible teacher and course attendants. Baseline is that no exam will be held on this course (instead peer-groups will provide jointly one portfolio - portfolio process will be explicitly explained in the beginning of the course).

Assessment methods and criteria

The course will be assessed based on a written peer group work (=portfolio). All the rehearsals during the course will affect on the course note if connected to portfolio and presented as part of it. Group size, reporting, modus operandi, all will be closer discussed on first classes. NOTICE! With a joint agreement between teacher and students any part of the course can become subject to modifications. The grading will take place by teacher reflecting the (through Urkund's / TURNITIN's plagiation prevention platform) delivered final portfolio against Bloom's taxonomy - depending which level the peer-group members have achieved with their portfolio, decides for the note. NOTICE! Peer-groups are entitled to fire such a member who, regardless of exhortations is unable to follow the guidelines, agreed upon by the peer-group internally. Such a (dismissed) member's note for the course will be zero (0).
The general evaluation criterias of TAMK are considered as well: https://www.tuni.fi/opiskelijanopas/kasikirja/tamk?search=arviointi&page=2198

Assessment scale

0-5

Teaching methods

Processive learning, interactive discussions, rehearsals (written & oral). Can include also other type of activities

Learning materials

Teacher will define material to be used in the beginning of the course. During the entire course e-material will be provided and updated in cloud (/Moodle or equivalent platform). Each student is strongly encouraged on individual, preferably most focused, relevant data mining from any chosen source (dissertations / articles / magazines / literature / media / interviews / web) - the use of such sources will be further addressed and explained in the beginning of course.

Student workload

Course entity is thus planned that student's time usage equals at each time Tamk's preset requirement. Face-to-face occurring class room educational activities is only a part of the students' work load. Another part of student work is all the processing that takes via peer groups, e.g. in form of discussion, analytical processing of information and additionally continuos development of course report (=portfolio) throughout the course. Third part of students' work is individually performed data mining and principles of knowledge managing - each peer group are urged to agree on peer-group internal rules of conduct to be strictly followed during the entire course.

Content scheduling

Lectures & peergroup weeks take turns during entire course - however, changes to this may occur due to overlapping of excursions, Tamk-activities or other curriculum reasons. In such cases teacher usually informs peergroups by email or other, jointly agreed manner.

Completion alternatives

Should the group noting be rejected (;note = "0"), the peer group can re-edit their written report twice. After third hand-over of the report the entire course will be considered as failed, after which the entire course is to be taken anewly. Missing, single attendances can be substituted by participating any other later remittance on the same course. Out of a special reason a single student can equiponderate mangel on performance with an assignment individually agreed with responsible teacher. Baseline is however (taking notice of the networking-, interaction- and organisation skills) that this course will be carried out in form of a peer group work ONLY - this is to be understood as an emphasis towards individual responsibility acting as a productive member of an peer group.

Practical training and working life cooperation

No practical training is foreseen, but it is preferred that participants actively promote during the entire course their connections and understanding to comply with course outline. All the co-operative measures towards industrial, economic and business life such as direct contacts, interviews, data collecting or own work life practices are considered as additional value for course accomplishing.
Industrial & business cases are usually used as example.

International connections

It is preferred, that participants actively promote during the entire course their international connections and networking. Additionally can be agreed on separate arrangement for students to acquire special knowledge or information recarding international activities.

Further information

Entire course is strictly focused on peer group working, with help of which the presented substance will be reflected towards peer-group chosen portfolio goal. Used pedagogy is processive learning. As active mind setting as possible, parallelly working as a group, is worthwhile - there is a strong correlation between better grading and intensive group work. All the group member will receive equal note of the course. Each group defines their working rules, which team members are obliged to follow the entire duration of the course. Additionally, each group is entitled to expell any fellow teammate that is not honouring jointly established rules.

Assessment criteria - fail (0) (Not in use, Look at the Assessment criteria above)

Should a student fail to actively participate throughout the course, such a performance will not be acknowledged. Should a student not have been participating to the portfolio process during any of its lifecycle stages, such a performance will not be acknowledged either (regardless of being enlisted to the course). Each peer-group will agree upon their rules & code of conducting, describing clearly the principles regarding their own working & processing - each peer-group have a right to dismiss/fire such a team member who, regardless of exhortations from the peer-group, has failed to participate on peer-group's work at an acceptable manner. Also: once peer-group will handover their portfolio for final evaluation, they will state the authors of the portfolio on its deck-page - any peer-groupmember's name missing from the deck-page acts as a signal towards teacher that such a student has become dismissed; note for stuch a students = null (0).

Assessment criteria - satisfactory (1-2) (Not in use, Look at the Assessment criteria above)

Student will achieve the minimum acceptable level by: participating the minimum required amount on face-to-face classes / written report (portfolio) includes the essential content (ref: study plan) / student (or /-s) prove with their written output (both content and form) to possess basic knowledge & skills, parallelly presenting and emphasizing information relevant to objectives / students have also proven that they possess a wide range of information regarding course's topics / contents (Bloom's taxonomy level 1) and that they also understand the meaning of all the possessed information (Bloom's taxonomy level 2)

Assessment criteria - good (3-4) (Not in use, Look at the Assessment criteria above)

Student will achieve this level by: participating the minimum required amount on face-to-face classes / written report includes the essential content (ref: study plan) / student (or /-s) prove with their written output (both content and form) to possess good knowledge & skills, parallelly combining already existing, original material with by themselves provided, value-adding information or knowledge / students have also proven that are (in addition to Bloom's levels 1 and 2) capable of applying all the acquired knowledge in to them relevant, working life situations (Bloom's taxonomy level 3) and that they are capable of analysing, breaking information into sub-parts and drawing conclusions based on this data (Bloom's taxonomy level 4)

Assessment criteria - excellent (5) (Not in use, Look at the Assessment criteria above)

Student will achieve this level by: participating the minimum required amount on face-to-face classes / written report includes the essential content (ref: study plan) / student (or /-s) prove with their written output (both content and form) to possess exceptional knowledge & skills, parallelly combining already existing, original material with by themselves provided, value-adding information or knowledge in such a manner that this process will provide entirely new information (deductions, implications, applications, discoveries, summaries) /students have proven that they master all the earlier described Bloom's taxonomy levels (1-4) and are additionally capable of innovating and differentiating in their work all the acquired knowledge (Bloom's taxonomy level 5) - The highest level possible to acquire is Bloom's taxonomy level 6 which is to state that learner has obtained the highest level maturity possible - meaning that the learner can also critically observe his or hers learning process's outcomes and is autonomically capable of enhancing his or hers cognitive mental schemas, further to enhance learning efficiency

Assessment scale

0-5

Objectives (course unit)

The student is able to
-use physical quantities and units
-apply the basic laws of mechanics to the related problems
-interpret a problem to physical quantities and relations between them and solve different quantities from equations
-justify the chosen solution and method from technical and physical point of view
-produce and understand graphical presentations

Content (course unit)

SI-system, unit calculation, motion with constant and changing velocity, force and Newton's laws, work, energy and power, energy principles in mechanics.

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

Student is able to use quantities and units and solve simple problems in mechanics.

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

Student is able to use quantities and units and solve such problems in mechanics, which resemble problems given as examples during the course. Student is able to use the basic laws in mechanics to new problems and explain the reasoning.

Assessment criteria, excellent (5) (course unit)

Student is able to use quantities and units. Student has a comprehensive understanding of the basic laws in mechanics and fluent skill to analyze and solve even complicated problems and justify the solution.

Assessment criteria, pass/fail (course unit)

Fail:
Student doesn't demonstrate the skills and knowledge to use quantities and units.Student is incapable to analyze mechanical phenomena and can't solve simple problems which resemble problems given as examples during the course.

Assessment scale

0-5

Objectives (course unit)

The student is able to
-use physical quantities and units
-apply the basic laws of mechanics to the related problems
-interpret a problem to physical quantities and relations between them and solve different quantities from equations
-justify the chosen solution and method from technical and physical point of view
-produce and understand graphical presentations

Content (course unit)

SI-system, unit calculation, motion with constant and changing velocity, force and Newton's laws, work, energy and power, energy principles in mechanics.

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

Student is able to use quantities and units and solve simple problems in mechanics.

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

Student is able to use quantities and units and solve such problems in mechanics, which resemble problems given as examples during the course. Student is able to use the basic laws in mechanics to new problems and explain the reasoning.

Assessment criteria, excellent (5) (course unit)

Student is able to use quantities and units. Student has a comprehensive understanding of the basic laws in mechanics and fluent skill to analyze and solve even complicated problems and justify the solution.

Assessment criteria, pass/fail (course unit)

Fail:
Student doesn't demonstrate the skills and knowledge to use quantities and units.Student is incapable to analyze mechanical phenomena and can't solve simple problems which resemble problems given as examples during the course.

Assessment scale

0-5

Objectives (course unit)

Student is able to
- make a measurement task under supervision
- make a data sheet under supervision
- calculate the results of the measurement task
- make a graph representing the results
- make an appropriate error analysis
- draw up a report in accordance with standards

Content (course unit)

Measurements in students own field of technology.
Calculations of the results including linear regression. Drawing up reports about the measuring tasks.

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

Student has completed all required learning tasks. Reports have small errors or are incomplete in some way. Reports don't fully follow the given reporting guidelines.

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

The errors in reports are sparse. Student is able to supplement text with images, tables and equations. Student is able to present the final result correctly with calculated uncertainty. The text is mostly faultless. The reports follow the given reporting guidelines.

Assessment criteria, excellent (5) (course unit)

The reports follow the given reporting guidelines and student show deeper understanding in the reports. Student can reflect the quality of the measurements and final results. Student is able to relate the topics of the laboratory measurements to his/her own engineering field.

Assessment criteria, pass/fail (course unit)

Fail: Not all required assignments are fulfilled or student has been absent.

Assessment scale

0-5

Objectives (course unit)

Student is able to
- make a measurement task under supervision
- make a data sheet under supervision
- calculate the results of the measurement task
- make a graph representing the results
- make an appropriate error analysis
- draw up a report in accordance with standards

Content (course unit)

Measurements in students own field of technology.
Calculations of the results including linear regression. Drawing up reports about the measuring tasks.

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

Student has completed all required learning tasks. Reports have small errors or are incomplete in some way. Reports don't fully follow the given reporting guidelines.

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

The errors in reports are sparse. Student is able to supplement text with images, tables and equations. Student is able to present the final result correctly with calculated uncertainty. The text is mostly faultless. The reports follow the given reporting guidelines.

Assessment criteria, excellent (5) (course unit)

The reports follow the given reporting guidelines and student show deeper understanding in the reports. Student can reflect the quality of the measurements and final results. Student is able to relate the topics of the laboratory measurements to his/her own engineering field.

Assessment criteria, pass/fail (course unit)

Fail: Not all required assignments are fulfilled or student has been absent.

Assessment scale

0-5

Objectives (course unit)

Students know the scientific basis of engines and can analyze engine performance with mathematical methods.

Students learn about environmentally friendly high efficiency low emission engine technology and modern digital engine control.

Content (course unit)

Engine basic construction
Various air compression alternatives
Volumetric efficiency and control using camshaft
Cylinder valve geometry, air ducts and intake manifold control
Work cycle control and modification
Engine vibration control, first and second order vibration and crankshaft assembly
Exhaust gas treatment
Emission limits
Fuel variations, fuel treatment and fuel feed systems
Engine oil and lubrication

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

Student can recognise and define vehicle engines and knows different kind of engine types. Can work in a group and recognise interaction skills. Can recognise automotive way of acting.

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

Can analyze components and systems of a engine and compare then. Can choose best engine to vehicles and explain choices. Can work responsible in a group and is ready to improve interaction skills.

Assessment criteria, excellent (5) (course unit)

Understand all-round components and systems of an engine. Can choose an engine in a specific car and create new solution. Can work responsibly, flexibly and constructively in a group. Is ready to improve own and group interaction skills.

Location and time

The exercises are done according to a separate schedule.

Exam schedules

During the study period, midterm exams are held at separately agreed times. The exams of the course can be taken after completion of the implementation.

Assessment methods and criteria

Engine mechanics 60 % and engine management 40 %.
Both parts practical work's and examination's percentage will report in the beginning of course.
All executions must be approved.

Assessment scale

0-5

Teaching methods

There is no e-learning in English for exchange students. Exercise work must be done to complete the course.

Learning materials

Bosch: Automotive Handbook 11th edition.

Student workload

Face-to-face teaching 50 h, independent work 85 h.

Content scheduling

Engine mechanics: key figures, work cycles, fuels, main dimensions, crank mechanism, torsional vibrations, mass forces, gas exchange, compression, lubricants.
Engine control: engine control, diesel combustion, injection equipment, cooling, emissions measurement and tests, aftertreatment equipment.

Completion alternatives

The course cannot be completed in any other way.

Practical training and working life cooperation

The course uses lecturers from different companies whenever possible.

International connections

The course does not have any international connections.

Assessment criteria - fail (0) (Not in use, Look at the Assessment criteria above)

Student has not accomplished practical works or examinations.

Assessment criteria - satisfactory (1-2) (Not in use, Look at the Assessment criteria above)

Student can recognise and define vehicle engines and knows different kind of engine types. Can work in a group and recognise interaction skills. Can recognise automotive way of acting.

Assessment criteria - good (3-4) (Not in use, Look at the Assessment criteria above)

Can analyze components and systems of a engine and compare then. Can choose best engine to vehicles and explain choices. Can work responsible in a group and is ready to improve interaction skills.

Assessment criteria - excellent (5) (Not in use, Look at the Assessment criteria above)

Understand all-round components and systems of an engine. Can choose an engine in a specific car and create new solution. Can work responsibly, flexibly and constructively in a group. Is ready to improve own and group interaction skills.

Objectives (course unit)

Students know the scientific basis of engines and can analyze engine performance with mathematical methods.

Students learn about environmentally friendly high efficiency low emission engine technology and modern digital engine control.

Content (course unit)

Engine basic construction
Various air compression alternatives
Volumetric efficiency and control using camshaft
Cylinder valve geometry, air ducts and intake manifold control
Work cycle control and modification
Engine vibration control, first and second order vibration and crankshaft assembly
Exhaust gas treatment
Emission limits
Fuel variations, fuel treatment and fuel feed systems
Engine oil and lubrication

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

Student can recognise and define vehicle engines and knows different kind of engine types. Can work in a group and recognise interaction skills. Can recognise automotive way of acting.

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

Can analyze components and systems of a engine and compare then. Can choose best engine to vehicles and explain choices. Can work responsible in a group and is ready to improve interaction skills.

Assessment criteria, excellent (5) (course unit)

Understand all-round components and systems of an engine. Can choose an engine in a specific car and create new solution. Can work responsibly, flexibly and constructively in a group. Is ready to improve own and group interaction skills.

Assessment scale

0-5

Objectives (course unit)

Students are able to:
- able to write report based on TAMK report guide
- make the official exhaust gas emission test including vehicle digital emission control system diagnostics (OBD)
- maintain vehicle air condition system
- change tires and balance wheels
- make break dynamometer measurements
- measure wheel angles.

Students:
- are able to communicate verbally and in writing in a systematic, understandably and convincing manner
- are able to write using technical standards and recommendations

Content (course unit)

This course includes garage basic jobs. These are done in teams including the report and result assessment. The course includes technical writing and an abstract in English.

Examples: Wheel angle measurement, tire jobs, wheel balancing, official exhaust gas emission measurement, vehicle air condition system maintenance.

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

Student is able to recognise and specify different kind of measurement methods when analysing vehicle systems. Student is working in a group and knows his interaction skills. Student also recognises basic working methods.

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

Student is able to compare different measurement methods. Student can also choose best method for measurement and can explain why he/she has

Assessment criteria, excellent (5) (course unit)

To understand the wide range of vehicle systems. Know how to choose just a specific problem of a suitable method of measurement and to create new methods of measurement. Able to cooperate in a responsible, flexible and constructive. To develop their own and the group interaction.

Location and time

The course will be held during the autumn semester. The measurements will be carried out in the automotive laboratory.

Lectures/exercises for the written communication part will be held according to a separate schedule.

Exam schedules

The exam and feedback session will be held during the last lecture

A failed exam can be repeated twice. An approved exam can be repeated once

Assessment methods and criteria

Laboratory work is done in teams including the report and result assessment. Students will make a report from every laboratory work. Every report will be returned to teacher not later than two weeks aften the work is done. If report is returned after three weeks it will be failed.

Assessment scale

0-5

Teaching methods

Classroom teaching
Report/work report
Problem-based learning
Laboratory work/workshop work
Exam

Learning materials

Bosch: Automotive Handbook. Juhala, M: Moottorialan sähköoppi.

Student workload

28 hours of classroom teaching and 19 hours of independent work are required for this course. Completion of all different parts is necessary to pass the course. Late reports/presentations will not be accepted.

100% attendance is required for lectures and exercises. In the case of illness, a doctor's note is required, but missed work must be made up later.

Failed components of the course cannot be retaken separately; the entire course must be repeated. Work will be assigned according to a separate list (work schedule).

Content scheduling

Working groups will be formed in first meeting. Laboratory measurements will be done according to the work list.

Completion alternatives

No

Objectives (course unit)

Students are able to:
- able to write report based on TAMK report guide
- make the official exhaust gas emission test including vehicle digital emission control system diagnostics (OBD)
- maintain vehicle air condition system
- change tires and balance wheels
- make break dynamometer measurements
- measure wheel angles.

Students:
- are able to communicate verbally and in writing in a systematic, understandably and convincing manner
- are able to write using technical standards and recommendations

Content (course unit)

This course includes garage basic jobs. These are done in teams including the report and result assessment. The course includes technical writing and an abstract in English.

Examples: Wheel angle measurement, tire jobs, wheel balancing, official exhaust gas emission measurement, vehicle air condition system maintenance.

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

Student is able to recognise and specify different kind of measurement methods when analysing vehicle systems. Student is working in a group and knows his interaction skills. Student also recognises basic working methods.

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

Student is able to compare different measurement methods. Student can also choose best method for measurement and can explain why he/she has

Assessment criteria, excellent (5) (course unit)

To understand the wide range of vehicle systems. Know how to choose just a specific problem of a suitable method of measurement and to create new methods of measurement. Able to cooperate in a responsible, flexible and constructive. To develop their own and the group interaction.

Location and time

The course will be held during the autumn semester. The measurements will be carried out in the automotive laboratory.

Lectures/exercises for the written communication part will be held according to a separate schedule.

Exam schedules

The exam and feedback session will be held during the last lecture

A failed exam can be repeated twice. An approved exam can be repeated once

Assessment methods and criteria

Laboratory work is done in teams including the report and result assessment. Students will make a report from every laboratory work. Every report will be returned to teacher not later than two weeks aften the work is done. If report is returned after three weeks it will be failed.

Assessment scale

0-5

Teaching methods

Classroom teaching
Report/work report
Problem-based learning
Laboratory work/workshop work
Exam

Learning materials

Bosch: Automotive Handbook. Juhala, M: Moottorialan sähköoppi.

Student workload

28 hours of classroom teaching and 19 hours of independent work are required for this course. Completion of all different parts is necessary to pass the course. Late reports/presentations will not be accepted.

100% attendance is required for lectures and exercises. In the case of illness, a doctor's note is required, but missed work must be made up later.

Failed components of the course cannot be retaken separately; the entire course must be repeated. Work will be assigned according to a separate list (work schedule).

Content scheduling

Working groups will be formed in first meeting. Laboratory measurements will be done according to the work list.

Completion alternatives

No

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)

Objectives of this course are to study the environmentally friendly general electric vehicles and various hybrid vehicles, as well as those used in the transmissions.

Students are able to:
- know the basics of electric power transmission systems, their applications and dimensions
- know the basics of energy efficiency for different on road and off road vehicles
- apply their knowledge and skills in the design of vehicles and machinery, as well as after-sales service and maintenance operations.

Content (course unit)

The course contents are the electrical power transmission systems, energy storage, power controllers, electrical machinery and charging, and maintenance. At the system-level, the course goes through a variety of techniques, the applicability on the vehicles and machinery, as well as hybrid solutions. The key objective is to achieve an understanding of electronic transmission systems, economics, as well as the availability in various applications in mobile applications.

Assessment scale

0-5

Objectives (course unit)

The student
- knows how to describe electromagnetic phenomena and electric circuits with physical quantities and their dependencies
- is able to give justifiable solutions to related problems.
- knows how the electric and magnetic fields are generated and how these fields are used in applications.

Content (course unit)

Electric and magnetic fields, electric circuits and different electronic components, electric and magnetic properties of matter, electromagnetic induction, principals of electric sensors.

Prerequisites (course unit)

Mechanics, fluid mechanics and thermophysics.

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

Student is able to use quantities and units of electrostatics and magnetism. Student is able to analyze phenomena quantitatively and solve simple problems which resemble exemplary problems given during the course.

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

In addition to previous, student is also able to utilize the basic laws of electrostatics and magnetism in new problems and justify the solutions.

Assessment criteria, excellent (5) (course unit)

Student has a comprehensive understanding of the basic laws in electrostatics and magnetism, the interrelations between the laws and utilization of them in problem-solving. Student is fluent in analyzing problems and justifying the solutions.

Assessment scale

0-5

Objectives (course unit)

The student
- knows how to describe electromagnetic phenomena and electric circuits with physical quantities and their dependencies
- is able to give justifiable solutions to related problems.
- knows how the electric and magnetic fields are generated and how these fields are used in applications.

Content (course unit)

Electric and magnetic fields, electric circuits and different electronic components, electric and magnetic properties of matter, electromagnetic induction, principals of electric sensors.

Prerequisites (course unit)

Mechanics, fluid mechanics and thermophysics.

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

Student is able to use quantities and units of electrostatics and magnetism. Student is able to analyze phenomena quantitatively and solve simple problems which resemble exemplary problems given during the course.

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

In addition to previous, student is also able to utilize the basic laws of electrostatics and magnetism in new problems and justify the solutions.

Assessment criteria, excellent (5) (course unit)

Student has a comprehensive understanding of the basic laws in electrostatics and magnetism, the interrelations between the laws and utilization of them in problem-solving. Student is fluent in analyzing problems and justifying the solutions.

Assessment scale

0-5

Objectives (course unit)

The student is able to
- describe heat, fluid and their flow with physical quantities and their dependencies
- give justifiable solutions to related problems from scientific engineering basis

The student knows
- how to describe the state of a thermodynamic system
- how heat, fluids and their transfer are used in applications

Content (course unit)

Heat and heat flow, thermal expansion, thermal stress, thermodynamics, state variables and equations of state, cycle processes, heat pumps, humidity, fluid mechanics.

Prerequisites (course unit)

Mechanics

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

Student is able to use quantities, units and equations in thermophysics, thermodynamics and fluid mechanics. Student is able to solve problems which resemble those given as examples during the course or student needs guidance in problem solving. Student is able to evaluate the correctness of his/her solution.

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

In addition to previous, student is able to solve new problems, which doesn't resemble examples given during the course

Assessment criteria, excellent (5) (course unit)

In addition to previous, student is able to justify the solution exactly. Student is able to utilize the learned knowledge and skills to more challenging problems and analyze the correctness of the solution.

Assessment scale

0-5

Objectives (course unit)

The student is able to
- describe heat, fluid and their flow with physical quantities and their dependencies
- give justifiable solutions to related problems from scientific engineering basis

The student knows
- how to describe the state of a thermodynamic system
- how heat, fluids and their transfer are used in applications

Content (course unit)

Heat and heat flow, thermal expansion, thermal stress, thermodynamics, state variables and equations of state, cycle processes, heat pumps, humidity, fluid mechanics.

Prerequisites (course unit)

Mechanics

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

Student is able to use quantities, units and equations in thermophysics, thermodynamics and fluid mechanics. Student is able to solve problems which resemble those given as examples during the course or student needs guidance in problem solving. Student is able to evaluate the correctness of his/her solution.

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

In addition to previous, student is able to solve new problems, which doesn't resemble examples given during the course

Assessment criteria, excellent (5) (course unit)

In addition to previous, student is able to justify the solution exactly. Student is able to utilize the learned knowledge and skills to more challenging problems and analyze the correctness of the solution.

Assessment scale

0-5

Objectives (course unit)

Students are able to:
- work in the vehicle repair shop management using the automotive industry software
- serve a variety of different kind customers
- make a workplan for the workshop mechanics
- make a cost estimate to the customer

Content (course unit)

Garage engineering work-based learning takes place in the third year of study during the spring period. The work based learning includes in particular practical customer service skills, product technology, while gaining experience with the different types of companies. It is based on the need of companies to obtain well prepared engineers especially for after sales management and customer service jobs . Work based learning is guided by the company and the of the University of Applied Sciences representatives.

Further information (course unit)

Students will get their work based learning jobs on their own initiative. Learning task agreement is made between the employer, the student and the teacher of the University of Applied Sciences.

The company must provide guidance into the automotive engineering work.

Work base learning is reported in two different seminars. The first is in the middle of the period is held for second year students. The second seminar will be held at the end of the third year and is held among the third year students.

Assessment criteria, pass/fail (course unit)

Students get their trainee jobs on their own intiative. Credit units are applied for with a form after the training in September.

The training job must be in the automotive industry and teach substantially more as opposed to the previous training jobs. For example if the student has previously worked as a car mechanic, this job is no longer accepted as training. The student must move to a completely new job.

A traning agreement is done at the start of the traning between TAMK, student and employer.

Assessment scale

0-5

Objectives (course unit)

Participation in the Valtra Experience for Students event and its report

Assessment scale

0-5

Objectives (course unit)

Students are able to:
- select a suitable transmission for different types of vehicles
- dimension drivetrain components.

Content (course unit)

The Study course includes the front, rear and multi drive. Features and design: Clutch, synchronized gearbox, automatic gearbox, torque converter, packaged and planetary gears, variable transmission, drive shaft and universal joint and constant velocity joints, drive and differential gears, limited slip (viscosity) clutch, drive retarder.

The study course also includes open and closed hydraulic system.
Load-sensing systems and hydrostatic transmission system. Hydraulic pumps and motors, fluids, filtration and fault diagnosis.

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

Students know the main components of mechanical and hydraulic power transmission. They complete all their assignments.

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

Students know the main component of mechanical and hydraulic power transmission and can dimensions the components. They complete all their assignments.

Assessment criteria, excellent (5) (course unit)

Students know the main component of mechanical and hydraulic power transmission and can systems. They complete all their assignments.

Assessment scale

0-5

Objectives (course unit)

Students are able to:
- select a suitable transmission for different types of vehicles
- dimension drivetrain components.

Content (course unit)

The Study course includes the front, rear and multi drive. Features and design: Clutch, synchronized gearbox, automatic gearbox, torque converter, packaged and planetary gears, variable transmission, drive shaft and universal joint and constant velocity joints, drive and differential gears, limited slip (viscosity) clutch, drive retarder.

The study course also includes open and closed hydraulic system.
Load-sensing systems and hydrostatic transmission system. Hydraulic pumps and motors, fluids, filtration and fault diagnosis.

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

Students know the main components of mechanical and hydraulic power transmission. They complete all their assignments.

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

Students know the main component of mechanical and hydraulic power transmission and can dimensions the components. They complete all their assignments.

Assessment criteria, excellent (5) (course unit)

Students know the main component of mechanical and hydraulic power transmission and can systems. They complete all their assignments.

Assessment scale

0-5

Objectives (course unit)

The student
- can use the basic laws of oscillation, wave and sound physics, and atom- and nuclear physics and apply observations of phenomena
- can reduce the problem into quantities and equations connected to various kind of oscillation and wave mechanics, atom and nuclear physics, and electromagnetic waves
- can solve and state arguments for problems based on the scientific and technical point of view
- knows the technical applications connected to electromagnetic waves

Content (course unit)

The oscillation modes and mathematical modeling
Wave and sound physics
Electromagnetic radiation
Structure of atom and energy levels
Basics of nuclear physics
Radioactivity and nuclear power

Prerequisites (course unit)

Mechanics, Thermal physics, Flow mechanics, Electrostatics, electrical circuits and magnetism

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

Student is able to use correct quantities and units for the topics, is able to analyze phenomena quantitatively and solve simple problems, which resemble examples given on the course.

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

In addition to exemplary problems, student is able to utilize the basic laws of oscillation, wave motion, atomic physics and nuclear physics in new situations and problems and is able to justify the solutions.

Assessment criteria, excellent (5) (course unit)

Student has a comprehensive understanding of the basic laws of oscillation, wave motion, atomic physics and nuclear physics. Student understands the interrelations between the laws and is able to use them in problem solving. Student is fluent in solving problems and can justify the solutions.

Assessment scale

0-5

Objectives (course unit)

The student
- can use the basic laws of oscillation, wave and sound physics, and atom- and nuclear physics and apply observations of phenomena
- can reduce the problem into quantities and equations connected to various kind of oscillation and wave mechanics, atom and nuclear physics, and electromagnetic waves
- can solve and state arguments for problems based on the scientific and technical point of view
- knows the technical applications connected to electromagnetic waves

Content (course unit)

The oscillation modes and mathematical modeling
Wave and sound physics
Electromagnetic radiation
Structure of atom and energy levels
Basics of nuclear physics
Radioactivity and nuclear power

Prerequisites (course unit)

Mechanics, Thermal physics, Flow mechanics, Electrostatics, electrical circuits and magnetism

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

Student is able to use correct quantities and units for the topics, is able to analyze phenomena quantitatively and solve simple problems, which resemble examples given on the course.

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

In addition to exemplary problems, student is able to utilize the basic laws of oscillation, wave motion, atomic physics and nuclear physics in new situations and problems and is able to justify the solutions.

Assessment criteria, excellent (5) (course unit)

Student has a comprehensive understanding of the basic laws of oscillation, wave motion, atomic physics and nuclear physics. Student understands the interrelations between the laws and is able to use them in problem solving. Student is fluent in solving problems and can justify the solutions.

Assessment scale

0-5

Objectives (course unit)

Students
- know how to act in working life communication situations (e.g. telephone and e-mail communication)
- know the basic business terminology and can give a presentation of a chosen company
- know the most important vocabulary of their field of study

Content (course unit)

• working life communication situations
• business life English
• terminology of the students’ own field of study
• grammar as required

Prerequisites (course unit)

Basic language studies in English completed or equivalent skills

Further information (course unit)

Approved skills test or corresponding course at another university of applied sciences.
Sufficient skills in Finnish.
Mandatory participation on 80% of the classes.

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

Student
• copes with simple conversational situations, also related to companies in his field
• reacts to what the interlocutor says most often in a comprehensible manner
• is aware, to some extent, of the style requirements set by different types of texts
• writes clearly in outline
• understands the main points of normal-paced speech in a familiar context, when the message is repeated if necessary
• pronounces intelligibly most of the time
• finds the information the student is looking for in texts that deal with familiar topics
• uses the basic vocabulary of the field so that the essential message is conveyed
• uses simple basic grammar structures
• uses available aids, e.g. online dictionaries

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

Student
• discusses both general topics and topics related to his field and its companies quite fluently
• reacts to what his interlocutor says mostly appropriately
• mostly communicates in the style required by the situation
• writes fairly fluently and clearly
• understands people speaking with different accents when the topic is familiar
• pronounces quite naturally and clearly
• understands the main points and most details of the text read
• can, if necessary, express the matter in other words
• understands and uses the vocabulary of the field quite accurately
• knows how to use different sources and dictionaries
• uses structures mostly correctly and corrects mistakes in language if they have led to misunderstandings

Assessment criteria, excellent (5) (course unit)

Student
• fluently discusses both general topics and topics related to his professional field and its companies
• reacts quickly and appropriately to what the interlocutor says
• communicates in the style required by the situation
• writes fluently and appropriately with almost no grammatical errors
• understands relatively easily also people who speak with different accents
• pronounces naturally and clearly
• understands both the main points and the details of a demanding professional text and is able to apply what he has read
• explains in other words and makes up for gaps in vocabulary discreetly
• understands and uses skillfully and precisely the vocabulary of the field as well as the terminology of the student's own specialty
• usually finds different sources using appropriate words and expressions
• uses versatile grammatical structures and manages them almost flawlessly

Location and time

See the Moodle platform of this course for the detailed information of the time and place for meetings, and the meeting-specific programme.

Exam schedules

The exams will be held on the last lecture day or at Exam.

Assessment methods and criteria

- Continuous assessment. The student collects points for completing and submitting an assignment on time. Quality of work and language are taken into consideration.
- Test at the end of the course.
- Self-evaluation

Assessment scale

0-5

Teaching methods

Classroom teaching and lectures, independent work, group work and oral presentations in pairs or small groups.

Learning materials

Materials will be available on TUNI Moodle in addition to student-created materials.

Student workload

The student uses time in attending classroom meetings, creating self-study and group assignments.

Content scheduling

Business vocabulary and expressions
Email writing
Oral company presentation in pairs or small groups

Completion alternatives

An equivalent course of university level or work experience.

Assessment criteria - fail (0) (Not in use, Look at the Assessment criteria above)

-The student has attained less than 80% of attendance.
- The student has not submitted the assignments on the course by the due-date.

Assessment criteria - satisfactory (1-2) (Not in use, Look at the Assessment criteria above)

The student has attended, at least 80% of the classes and has completed and submitted all the assignments.
- his written skills are readable and comprehensible but vocabulary choice is limited and there are major errors in grammar
- his oral skills are understandable but the pronunciation of keywords needs improvement.

Assessment criteria - good (3-4) (Not in use, Look at the Assessment criteria above)

The student has attended, at least 80% of the classes and has completed and submitted all the assignments.
- his written skills are readable and comprehensible with no limitations in vocabulary choice and there are no major errors in grammar
- his oral skills are understandable with clear pronunciation of keywords but with occasional lapses.

Assessment criteria - excellent (5) (Not in use, Look at the Assessment criteria above)

The student has attended, at least 80% of the classes and has completed and submitted all the assignments.
- his written skills are readable and comprehensible with no limitations in vocabulary choice and there are no errors in grammar
- his oral skills are understandable with clear pronunciation of keywords.

Objectives (course unit)

Students
- know how to act in working life communication situations (e.g. telephone and e-mail communication)
- know the basic business terminology and can give a presentation of a chosen company
- know the most important vocabulary of their field of study

Content (course unit)

• working life communication situations
• business life English
• terminology of the students’ own field of study
• grammar as required

Prerequisites (course unit)

Basic language studies in English completed or equivalent skills

Further information (course unit)

Approved skills test or corresponding course at another university of applied sciences.
Sufficient skills in Finnish.
Mandatory participation on 80% of the classes.

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

Student
• copes with simple conversational situations, also related to companies in his field
• reacts to what the interlocutor says most often in a comprehensible manner
• is aware, to some extent, of the style requirements set by different types of texts
• writes clearly in outline
• understands the main points of normal-paced speech in a familiar context, when the message is repeated if necessary
• pronounces intelligibly most of the time
• finds the information the student is looking for in texts that deal with familiar topics
• uses the basic vocabulary of the field so that the essential message is conveyed
• uses simple basic grammar structures
• uses available aids, e.g. online dictionaries

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

Student
• discusses both general topics and topics related to his field and its companies quite fluently
• reacts to what his interlocutor says mostly appropriately
• mostly communicates in the style required by the situation
• writes fairly fluently and clearly
• understands people speaking with different accents when the topic is familiar
• pronounces quite naturally and clearly
• understands the main points and most details of the text read
• can, if necessary, express the matter in other words
• understands and uses the vocabulary of the field quite accurately
• knows how to use different sources and dictionaries
• uses structures mostly correctly and corrects mistakes in language if they have led to misunderstandings

Assessment criteria, excellent (5) (course unit)

Student
• fluently discusses both general topics and topics related to his professional field and its companies
• reacts quickly and appropriately to what the interlocutor says
• communicates in the style required by the situation
• writes fluently and appropriately with almost no grammatical errors
• understands relatively easily also people who speak with different accents
• pronounces naturally and clearly
• understands both the main points and the details of a demanding professional text and is able to apply what he has read
• explains in other words and makes up for gaps in vocabulary discreetly
• understands and uses skillfully and precisely the vocabulary of the field as well as the terminology of the student's own specialty
• usually finds different sources using appropriate words and expressions
• uses versatile grammatical structures and manages them almost flawlessly

Location and time

Classes according to the schedule on Pakki.

Exam schedules

Final exam on EXAM Tuni

Assessment methods and criteria

Ongoing evaluation
Presentation
Written exercise
Final exam
Attendance

Assessment scale

0-5

Teaching methods

Classroom teaching, independent work, group work and oral presentations in pairs or small groups.

Learning materials

Materials will be available on TUNI Moodle in addition to student-created materials.

Student workload

The student uses time in attending classroom meetings, creating self-study and group assignments.

Classes 7 x 2 hours = 14 hours of contact tecahing

Content scheduling

Business vocabulary and expressions
Email writing
Oral company presentation in pairs or small groups
Grammar revision

Completion alternatives

An equivalent course of university level or work experience.

More info on credit transfer: https://intra.tuni.fi/fi/opiskelu/opiskelu-0/kieliopinnot

Practical training and working life cooperation

none

International connections

none

Further information

More information about language studies at TAMK: https://intra.tuni.fi/fi/opiskelu/opiskelu-0/kieliopinnot

There is an attendance policy of 80% which means that you can be absent only once. Classes cannot be compensated with extra assignments. Before signing up for the course, consider whether you can adhere to the attendance policy.

Assessment criteria - fail (0) (Not in use, Look at the Assessment criteria above)

The student is unable to meet the criteria for the grade 1.

Assessment criteria - satisfactory (1-2) (Not in use, Look at the Assessment criteria above)

Student
- knows how to give a simple and comprehensible presentation using ready-made material and tips
- copes with simple conversational situations
- understand the main points of normal-paced speech, when the message is repeated if necessary
- pronounces intelligibly most of the time
- writes quite intelligibly
- uses simple basic grammar structures in an understandable way
- uses the basic vocabulary of the field of study so that the basic message is conveyed
- finds the information the student is looking for in texts that deal with familiar topics

Assessment criteria - good (3-4) (Not in use, Look at the Assessment criteria above)

Student
- can give a clear presentation using helpers
- talks quite fluently
- understand people speaking with different accents when the topic of conversation is familiar
- pronounces quite naturally and clearly
- writes fairly fluently and clearly
- uses grammatical structures mostly correctly and corrects mistakes in language use if they have led to misunderstandings
- understands and uses the vocabulary quite precisely
- understands the main points and most details of the text read

Assessment criteria - excellent (5) (Not in use, Look at the Assessment criteria above)

Student
- knows how to prepare and deliver a convincing, structured presentation
- talks fluently without much searching for words
- understands relatively easily even people who speak with different accents
- pronounces naturally and clearly
- writes fluently and appropriately
- uses versatile grammar structures and manages them almost flawlessly
- understands and uses vocabulary skillfully and accurately
- understands both the main points and details of even a demanding text

Objectives (course unit)

Students are able to work as a productive part of the work place in the automotive industry.

Content (course unit)

The student is able to work in the automotive industry as part of the work community. Getting a deeper insight into the usual work tasks, techniques, occupational safety and different practices in your field at work. For each student, the training should teach the new one compared to the 1st training.

Further information (course unit)

Students get their trainee jobs on their own initiative. Credit units are applied for with a form after the training in September.

The trainee job must be in the automotive industry and the job directly related to the automotive business. Other industries or jobs are not accepted as a formal training.

Examples of accepted jobs in garage engineering: spare part salesman, car mechanic, car inspection scheduler.

Examples of accepted jobs in industrial vehicle and intelligent machines engineering: spare part salesman, mechanic (any industry), purchaser, car inspection scheduler.

Examples of jobs not accepted: bus driver and truck driver. The reason for not accepting the jobs as training is their connection to the logistics and having only cursory connection to the automotive engineering.

Assessment criteria, pass/fail (course unit)

Practical Training 2 must be specific to the studies. Other jobs or tasks are not accepted as part of the training. Typical example of not acceptable job is driving. The second year students complete 33 day of training during the summer period, i.e. 10 c.u..

Examples of accepted jobs in garage engineering: spare part salesman, car mechanic, car inspection scheduler.

Examples of accepted jobs in industrial vehicle and intelligent machines engineering: spare part salesman, mechanic (any industry), purchaser, car inspection scheduler.

Examples of jobs not accepted: bus driver and truck driver. The reason for not accepting the jobs as training is their connection to the logistics and having only cursory connection to the automotive engineering.

Assessment scale

Pass/Fail

Objectives (course unit)

The student
- knows how to describe electromagnetic phenomena and electric circuits with physical quantities and their dependencies
- is able to give justifiable solutions to related problems.
- knows how the electric and magnetic fields are generated and how these fields are used in applications.

Content (course unit)

Electric and magnetic fields, electric circuits and different electronic components, electric and magnetic properties of matter, electromagnetic induction, principals of electric sensors.

Prerequisites (course unit)

Mechanics, fluid mechanics and thermophysics.

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

Student is able to use quantities and units of electrostatics and magnetism. Student is able to analyze phenomena quantitatively and solve simple problems which resemble exemplary problems given during the course.

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

In addition to previous, student is also able to utilize the basic laws of electrostatics and magnetism in new problems and justify the solutions.

Assessment criteria, excellent (5) (course unit)

Student has a comprehensive understanding of the basic laws in electrostatics and magnetism, the interrelations between the laws and utilization of them in problem-solving. Student is fluent in analyzing problems and justifying the solutions.

Assessment scale

0-5

Objectives (course unit)

The student
- knows how to describe electromagnetic phenomena and electric circuits with physical quantities and their dependencies
- is able to give justifiable solutions to related problems.
- knows how the electric and magnetic fields are generated and how these fields are used in applications.

Content (course unit)

Electric and magnetic fields, electric circuits and different electronic components, electric and magnetic properties of matter, electromagnetic induction, principals of electric sensors.

Prerequisites (course unit)

Mechanics, fluid mechanics and thermophysics.

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

Student is able to use quantities and units of electrostatics and magnetism. Student is able to analyze phenomena quantitatively and solve simple problems which resemble exemplary problems given during the course.

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

In addition to previous, student is also able to utilize the basic laws of electrostatics and magnetism in new problems and justify the solutions.

Assessment criteria, excellent (5) (course unit)

Student has a comprehensive understanding of the basic laws in electrostatics and magnetism, the interrelations between the laws and utilization of them in problem-solving. Student is fluent in analyzing problems and justifying the solutions.

Assessment scale

0-5

Objectives (course unit)

Student is able to
- understand basic terminology of integral calculus
- determine integral graphically, numerically and symbolically
- calculate areas using definite integral
- solve basic differential equations and use differential equations for modeling physical phenomena

Content (course unit)

Integral Function, Definite Integral, Graphical Integration, Numerical Integration, Symbolic Integration, Calculation of Areas and Volumes with Integral, Differential Equations and Applications.

Prerequisites (course unit)

Orientation for Engineering Mathematics, Functions and Matrices and Differential Calculus or similar skills

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

Student understands the basic concepts of integration and is able to solve simple applications that are similar to the model problems solved during the course. Student is also familiar to solution methods of simple differential equations. Justification of solutions and using mathematical concepts may still be somewhat vague. Student takes care of his/her own studies and can cope with exercises with some help from the group.

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

In addition, student understands how to apply definite integrals to solve technical problems. Student is also able to explain the methods of her/his solutions. Mathematical notations and concepts are mainly used correctly. Student is able to solve the given exercises independently and also helps other students in the group.

Assessment criteria, excellent (5) (course unit)

In addition, student has an overall understanding of course topics. He/she can solve more demanding engineering problems and has the ability to present and justify the chosen methods of solution. Mathematical notations and concepts are used precisely. Student is motivated and committed to help the group to manage the course.

Assessment scale

0-5

Objectives (course unit)

Student is able to
- understand basic terminology of integral calculus
- determine integral graphically, numerically and symbolically
- calculate areas using definite integral
- solve basic differential equations and use differential equations for modeling physical phenomena

Content (course unit)

Integral Function, Definite Integral, Graphical Integration, Numerical Integration, Symbolic Integration, Calculation of Areas and Volumes with Integral, Differential Equations and Applications.

Prerequisites (course unit)

Orientation for Engineering Mathematics, Functions and Matrices and Differential Calculus or similar skills

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

Student understands the basic concepts of integration and is able to solve simple applications that are similar to the model problems solved during the course. Student is also familiar to solution methods of simple differential equations. Justification of solutions and using mathematical concepts may still be somewhat vague. Student takes care of his/her own studies and can cope with exercises with some help from the group.

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

In addition, student understands how to apply definite integrals to solve technical problems. Student is also able to explain the methods of her/his solutions. Mathematical notations and concepts are mainly used correctly. Student is able to solve the given exercises independently and also helps other students in the group.

Assessment criteria, excellent (5) (course unit)

In addition, student has an overall understanding of course topics. He/she can solve more demanding engineering problems and has the ability to present and justify the chosen methods of solution. Mathematical notations and concepts are used precisely. Student is motivated and committed to help the group to manage the course.

Assessment scale

0-5

Objectives (course unit)

Students can:
- use digital and analog measurement tools and based the measurements evaluate the condition of components using standards and car industry data sources.

Content (course unit)

Students disassemble and go to know various car components. The purpose is to see of what kind of components the vehicles are made of. Students prepare reports where they analyze component condition and material. In addition students give presentations in groups about given topics.

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

Students recognize the main components of the engine and car and know how they work. Student can use measurement instruments. Student is somewhat motivated, is working in a group and is able to handle feedback. Can also make a report.

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

Student is able to recognise and specify different kind of car parts and know how they work. Student can use measurement instruments. Student is motivated, is working in a group and is able to handle feedback. Can also make a report.

Assessment criteria, excellent (5) (course unit)

Student recognise main parts of engine and car and knows how they work. Student can use measurement instruments. Student is motivated and make all tasks in a schedule. Can make a proper report.

Location and time

The course starts with a joint event, where the course is implemented and group divisions are made. After that, the groups work according to the schedule. The course also includes a speech communication section, the schedule of which will be announced separately.
Scheduling:
- week 2 opening event
- week 3 - 7 laboratory work
- week 8 inspection
- week 10 performances
- week 11 - 15 laboratory work
- week 16 inspection
- week 17 performances.

Exam schedules

There is no exam in the course.

Assessment methods and criteria

Evaluation consist of working in laboratory, report, presentation material and spoken communication.
Evaluation values:
- measurement 50 % (report 75 % and workin in laboratory 25 %)
- research 30 % (presentation material 75 % and working in laboratory 25 %)
- spoken communication 20 %.

Assessment scale

0-5

Teaching methods

During the course, laboratory measurements and research are carried out in laboratory. Based on the measurements, a written report is made and evaluated. On the basis of the studies, a presentation is prepared and presented to other groups at the presentation. For the presentation, speech communication skills are practiced under the guidance of Finnish teachers.

Learning materials

For measurements, reference values are needed for the parts to be measured. These can be found in the automotive software as well as in the engine manufacturer's bulletins and repair instructions.
The manufacturer's press releases and other sources in the automotive industry are sources of research.

Student workload

The time use of the course is divided as follows:
- common issues and presentations: 6 hrs
- laboratory work: 40 h
- speech communication lectures: 12 hrs
- self-employment: 77 h.

Content scheduling

All groups do both measurement and research on one topic.
The measurement involves dismantling, examining, measuring and assembling the car's engine. Based on the measurements, an engine condition will be estimated in a report format.
One of the following topics is selected as the topic of the research:
1 Engine control system
2 Basic car electrical system
3 Hydraulics
4 Car light systems
5 Transmission, front-wheel drive
6 Car suspension system
7 Brakes
8 Steering system.
A presentation will be made from the research, which will be presented at the presentation.

Completion alternatives

There is no other way to execute the course.

Practical training and working life cooperation

You may need to ask the automotive industry for the information you need to carry out the measurement / research. Otherwise there is no working life cooperation in the course.

International connections

There is no international co-operation in the course.

Further information

Attendance is required at all sessions of the course.

Assessment criteria - fail (0) (Not in use, Look at the Assessment criteria above)

Student is not present in period.

Assessment criteria - satisfactory (1-2) (Not in use, Look at the Assessment criteria above)

Student is able to recognise and specify different kind of car parts and know how they work. Student can use measurement instruments. Student is motivated, is working in a group and is able to handle feedback. Can also make a report.

Assessment criteria - good (3-4) (Not in use, Look at the Assessment criteria above)

Student recognise main parts of engine and car and knows how they work. Student can use measurement instruments. Student is motivated and make all tasks in a schedule. Can make a proper report.

Assessment criteria - excellent (5) (Not in use, Look at the Assessment criteria above)

Student recognise main parts of engine and car and knows how they work. Student can use measurement instruments. Student is very motivated and make all tasks in a schedule. Can make a proper and illustrative report. Report is made by comply with TAMK report rules.

Objectives (course unit)

Students can:
- use digital and analog measurement tools and based the measurements evaluate the condition of components using standards and car industry data sources.

Content (course unit)

Students disassemble and go to know various car components. The purpose is to see of what kind of components the vehicles are made of. Students prepare reports where they analyze component condition and material. In addition students give presentations in groups about given topics.

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

Students recognize the main components of the engine and car and know how they work. Student can use measurement instruments. Student is somewhat motivated, is working in a group and is able to handle feedback. Can also make a report.

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

Student is able to recognise and specify different kind of car parts and know how they work. Student can use measurement instruments. Student is motivated, is working in a group and is able to handle feedback. Can also make a report.

Assessment criteria, excellent (5) (course unit)

Student recognise main parts of engine and car and knows how they work. Student can use measurement instruments. Student is motivated and make all tasks in a schedule. Can make a proper report.

Location and time

The course starts with a joint event, where the course is implemented and group divisions are made. After that, the groups work according to the schedule. The course also includes a speech communication section, the schedule of which will be announced separately.
Scheduling:
- week 2 opening event
- week 3 - 7 laboratory work
- week 8 inspection
- week 10 performances
- week 11 - 15 laboratory work
- week 16 inspection
- week 17 performances.

Exam schedules

There is no exam in the course.

Assessment methods and criteria

Evaluation consist of working in laboratory, report, presentation material and spoken communication.
Evaluation values:
- measurement 50 % (report 75 % and workin in laboratory 25 %)
- research 30 % (presentation material 75 % and working in laboratory 25 %)
- spoken communication 20 %.

Assessment scale

0-5

Teaching methods

During the course, laboratory measurements and research are carried out in laboratory. Based on the measurements, a written report is made and evaluated. On the basis of the studies, a presentation is prepared and presented to other groups at the presentation. For the presentation, speech communication skills are practiced under the guidance of Finnish teachers.

Learning materials

For measurements, reference values are needed for the parts to be measured. These can be found in the automotive software as well as in the engine manufacturer's bulletins and repair instructions.
The manufacturer's press releases and other sources in the automotive industry are sources of research.

Student workload

The time use of the course is divided as follows:
- common issues and presentations: 6 hrs
- laboratory work: 40 h
- speech communication lectures: 12 hrs
- self-employment: 77 h.

Content scheduling

All groups do both measurement and research on one topic.
The measurement involves dismantling, examining, measuring and assembling the car's engine. Based on the measurements, an engine condition will be estimated in a report format.
One of the following topics is selected as the topic of the research:
1 Engine control system
2 Basic car electrical system
3 Hydraulics
4 Car light systems
5 Transmission, front-wheel drive
6 Car suspension system
7 Brakes
8 Steering system.
A presentation will be made from the research, which will be presented at the presentation.

Completion alternatives

There is no other way to execute the course.

Practical training and working life cooperation

You may need to ask the automotive industry for the information you need to carry out the measurement / research. Otherwise there is no working life cooperation in the course.

International connections

There is no international co-operation in the course.

Further information

Attendance is required at all sessions of the course.

Assessment criteria - fail (0) (Not in use, Look at the Assessment criteria above)

Student is not present in period.

Assessment criteria - satisfactory (1-2) (Not in use, Look at the Assessment criteria above)

Student is able to recognise and specify different kind of car parts and know how they work. Student can use measurement instruments. Student is motivated, is working in a group and is able to handle feedback. Can also make a report.

Assessment criteria - good (3-4) (Not in use, Look at the Assessment criteria above)

Student recognise main parts of engine and car and knows how they work. Student can use measurement instruments. Student is motivated and make all tasks in a schedule. Can make a proper report.

Assessment criteria - excellent (5) (Not in use, Look at the Assessment criteria above)

Student recognise main parts of engine and car and knows how they work. Student can use measurement instruments. Student is very motivated and make all tasks in a schedule. Can make a proper and illustrative report. Report is made by comply with TAMK report rules.

Objectives (course unit)

Students are able to:
- use and understand vehicle performance dynamo meter and engine break
- assess and repair vehicle glass damages
- assess and measure vehicle body geometry and necessary repairs
- make measurements on vehicle electrical systems using digital devices

Student receive adequate training to certify for vehicle climate control mechanic or supervisor.

Content (course unit)

Student learn in practice about the use of vehicle digital technology.

Students make various measurements related to the automotive and industrial vehicle basic skills in a garage, vehicle inspection and engineering.

Laboratory work is done in teams including the report and result assessment.

Examples of laboratory works: Brake force measurement, driving condition measurements, noise, exhaust gas and lambda measurements, engine break and vehicle dynamometer measurements and voltage loss measurements.

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

Student is able to recognise and specify different kind of measurement methods when analysing vehicle systems. Student is working in a group and knows his interaction skills. Student also recognises basic working methods.

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

Student is able to compare different measurement methods. Student can also choose best method for measurement and can explain why he/she has chosen that method. Student is able to work responsibly in a group and is ready to improve interaction skills.

Assessment criteria, excellent (5) (course unit)

Student understands vehicle systems widely. Student is able to choose best method for measurement and can create new measurement methods. Student is able to work in a group responsibly, flexibly and constructively. Student is able to improve both his/her own and group interaction skills.

Assessment scale

0-5

Objectives (course unit)

Students know the scientific basis of engines and can analyze engine performance with mathematical methods.

Students learn about environmentally friendly high efficiency low emission engine technology and modern digital engine control.

Content (course unit)

Engine basic construction
Various air compression alternatives
Volumetric efficiency and control using camshaft
Cylinder valve geometry, air ducts and intake manifold control
Work cycle control and modification
Engine vibration control, first and second order vibration and crankshaft assembly
Exhaust gas treatment
Emission limits
Fuel variations, fuel treatment and fuel feed systems
Engine oil and lubrication

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

Student can recognise and define vehicle engines and knows different kind of engine types. Can work in a group and recognise interaction skills. Can recognise automotive way of acting.

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

Can analyze components and systems of a engine and compare then. Can choose best engine to vehicles and explain choices. Can work responsible in a group and is ready to improve interaction skills.

Assessment criteria, excellent (5) (course unit)

Understand all-round components and systems of an engine. Can choose an engine in a specific car and create new solution. Can work responsibly, flexibly and constructively in a group. Is ready to improve own and group interaction skills.

Location and time

The exercises are done according to a separate schedule.

Exam schedules

During the study period, midterm exams are held at separately agreed times. The exams of the course can be taken after completion of the implementation.

Assessment methods and criteria

Engine mechanics 60 % and engine management 40 %.
Both parts practical work's and examination's percentage will report in the beginning of course.
All executions must be approved.

Assessment scale

0-5

Teaching methods

There is no e-learning in English for exchange students. Exercise work must be done to complete the course.

Learning materials

Bosch: Automotive Handbook 11th edition.

Student workload

Face-to-face teaching 50 h, independent work 85 h.

Content scheduling

Engine mechanics: key figures, work cycles, fuels, main dimensions, crank mechanism, torsional vibrations, mass forces, gas exchange, compression, lubricants.
Engine control: engine control, diesel combustion, injection equipment, cooling, emissions measurement and tests, aftertreatment equipment.

Completion alternatives

The course cannot be completed in any other way.

Practical training and working life cooperation

The course uses lecturers from different companies whenever possible.

International connections

The course does not have any international connections.

Assessment criteria - fail (0) (Not in use, Look at the Assessment criteria above)

Student has not accomplished practical works or examinations.

Assessment criteria - satisfactory (1-2) (Not in use, Look at the Assessment criteria above)

Student can recognise and define vehicle engines and knows different kind of engine types. Can work in a group and recognise interaction skills. Can recognise automotive way of acting.

Assessment criteria - good (3-4) (Not in use, Look at the Assessment criteria above)

Can analyze components and systems of a engine and compare then. Can choose best engine to vehicles and explain choices. Can work responsible in a group and is ready to improve interaction skills.

Assessment criteria - excellent (5) (Not in use, Look at the Assessment criteria above)

Understand all-round components and systems of an engine. Can choose an engine in a specific car and create new solution. Can work responsibly, flexibly and constructively in a group. Is ready to improve own and group interaction skills.

Objectives (course unit)

Students know the scientific basis of engines and can analyze engine performance with mathematical methods.

Students learn about environmentally friendly high efficiency low emission engine technology and modern digital engine control.

Content (course unit)

Engine basic construction
Various air compression alternatives
Volumetric efficiency and control using camshaft
Cylinder valve geometry, air ducts and intake manifold control
Work cycle control and modification
Engine vibration control, first and second order vibration and crankshaft assembly
Exhaust gas treatment
Emission limits
Fuel variations, fuel treatment and fuel feed systems
Engine oil and lubrication

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

Student can recognise and define vehicle engines and knows different kind of engine types. Can work in a group and recognise interaction skills. Can recognise automotive way of acting.

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

Can analyze components and systems of a engine and compare then. Can choose best engine to vehicles and explain choices. Can work responsible in a group and is ready to improve interaction skills.

Assessment criteria, excellent (5) (course unit)

Understand all-round components and systems of an engine. Can choose an engine in a specific car and create new solution. Can work responsibly, flexibly and constructively in a group. Is ready to improve own and group interaction skills.

Assessment scale

0-5

Objectives (course unit)

Students are able to:
- work in the vehicle repair shop management using the automotive industry software
- serve a variety of different kind customers
- make a workplan for the workshop mechanics
- make a cost estimate to the customer

Content (course unit)

Garage engineering work-based learning takes place in the third year of study during the spring period. The work based learning includes in particular practical customer service skills, product technology, while gaining experience with the different types of companies. It is based on the need of companies to obtain well prepared engineers especially for after sales management and customer service jobs . Work based learning is guided by the company and the of the University of Applied Sciences representatives.

Further information (course unit)

Students will get their work based learning jobs on their own initiative. Learning task agreement is made between the employer, the student and the teacher of the University of Applied Sciences.

The company must provide guidance into the automotive engineering work.

Work base learning is reported in two different seminars. The first is in the middle of the period is held for second year students. The second seminar will be held at the end of the third year and is held among the third year students.

Assessment criteria, pass/fail (course unit)

Students get their trainee jobs on their own intiative. Credit units are applied for with a form after the training in September.

The training job must be in the automotive industry and teach substantially more as opposed to the previous training jobs. For example if the student has previously worked as a car mechanic, this job is no longer accepted as training. The student must move to a completely new job.

A traning agreement is done at the start of the traning between TAMK, student and employer.

Assessment scale

0-5

Objectives (course unit)

Students can make a project plan including:
- technical description
- work brake down structure
- network diagram
- schedule
- resource allocation
- cost calculations
- risk management plan
- control and follow up methods

Content (course unit)

Students plan the Formula Student project using project management methods and software.

Further information (course unit)

Chosen students plan the Formula Student project that will be executed during the following study year.

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

Students project skills are not good, e.g. schedule is not followed and results only partially useful. Working hours are below target or unevenly distributed among team members.

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

Student produce useful perspectives and ideas. The project covers all aspects and is well planned. Working hours are only little below target and are evenly distributed among team members.

Assessment criteria, excellent (5) (course unit)

The project plan can be used as it is. The project covers all aspects and is well planned. Working hours are are within target and are evenly distributed among team members. Team members have all participated in the work.

Location and time

The course is carried out according to the timetable. The lectures are considered as contact teaching.

Exam schedules

The seminar will be held in April. The exam will be held in March or April, and it covers the theory part of the course. There is a possibility to repeat a failed exam twice at a separately agreed time.

Assessment scale

0-5

Teaching methods

The course consists of theory lectures, group work and a presentation seminar.

Learning materials

Moodle contains material for theory teaching (to be opened in the beginning of the course).

Student workload

Time use consists of:
- theoretical lectures 15 h
- guidance lessons as announced separately
- seminar presentations 3 h
Including independent work 81 hours in total.

Content scheduling

At the beginning of the implementation, theory lectures will be given (in Finnish). After that, the project topics are presented to the groups (in Finnish and in English if needed). The groups select the appropriate topic and start working on the project plan for it. Every couple of weeks, get together to see how the work has progressed. Finally, a seminar will be held where the groups will present their project plan to their clients.

Completion alternatives

There is no other way to execute.

Practical training and working life cooperation

Collaboration with TAMK's Formula Student team.

International connections

The implementation has no international connections.

Further information

Aims of the course:
The student is able to make a project plan which includes:
- technical specification
- work breakdown structure
- block grid based on technical specification
- timetable
- resourcing
- cost accounting
- the risk plan
- guidance and monitoring methods.
The exam will be held in March or April, and it covers the theory part of the course.

Objectives (course unit)

Students are able to:
- conduct practical automobile engineering measurements
- choose right measurement tools
- choose right sensors for the measurement
- program the measurement
- analyze measurement results

Content (course unit)

Sensors, data collection, data analyzing and measurements

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

Student is able to recognise and specify different kind of measurement methods when analysing vehicle systems. Student is working in a group and knows his interaction skills. Student also recognises basic working methods.

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

Student is able to compare different measurement methods. Student can also choose best method for measurement and can explain why he/she has chosen that method. Student is able to work responsibly in a group and is ready to improve interaction skills.

Assessment criteria, excellent (5) (course unit)

Student understands vehicle systems widely. Student is able to choose best method for measurement and can create new measurement methods. Student is able to work in a group responsibly, flexibly and constructively. Student is able to improve both his/her own and group interaction skills.

Assessment scale

0-5

Objectives (course unit)

Student is able to
- make a measurement task under supervision
- make a data sheet under supervision
- calculate the results of the measurement task
- make a graph representing the results
- make an appropriate error analysis
- draw up a report in accordance with standards

Content (course unit)

Measurements in students own field of technology.
Calculations of the results including linear regression. Drawing up reports about the measuring tasks.

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

Student has completed all required learning tasks. Reports have small errors or are incomplete in some way. Reports don't fully follow the given reporting guidelines.

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

The errors in reports are sparse. Student is able to supplement text with images, tables and equations. Student is able to present the final result correctly with calculated uncertainty. The text is mostly faultless. The reports follow the given reporting guidelines.

Assessment criteria, excellent (5) (course unit)

The reports follow the given reporting guidelines and student show deeper understanding in the reports. Student can reflect the quality of the measurements and final results. Student is able to relate the topics of the laboratory measurements to his/her own engineering field.

Assessment criteria, pass/fail (course unit)

Fail: Not all required assignments are fulfilled or student has been absent.

Assessment scale

0-5

Objectives (course unit)

Student is able to
- apply the concepts of limit and derivative when solving practical problems
- interpret derivative as rate of change
- determine the derivative using graphical, numerical and symbolical methods
- construct error estimates using the differential method

Content (course unit)

Limit, Derivative, Partial Derivative, Graphical Differentiation, Numerical Differentiation, Symbolic Differentiation, Applications of Derivative, Error Estimation with Differential.

Prerequisites (course unit)

Orientation for Engineering Mathematics and Functions and Matrices or similar skills

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

Student understands the basic concept of derivative and is able to solve simple applications that are similar to the model problems solved during the course. Student also knows how to interpret derivative in graphs and how to compute it numerically. Justification of solutions and using mathematical concepts may still be somewhat vague. Student takes care of his/her own studies and can cope with exercises with some help from the group.

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

In addition, student is able to apply derivative to basic technical problems, for example to optimization. Student is also able to explain the methods of her/his solutions. Mathematical notations and concepts are mainly used correctly. Student is able to solve the given exercises independently and also helps other students in the group.

Assessment criteria, excellent (5) (course unit)

In addition, student has an overall understanding of course topics. He/she can solve more demanding engineering problems and has the ability to present and justify the chosen methods of solution. Mathematical notations and concepts are used precisely. Student is motivated and committed to help the group to manage the course.

Assessment scale

0-5

Objectives (course unit)

The student is able to
- describe heat, fluid and their flow with physical quantities and their dependencies
- give justifiable solutions to related problems from scientific engineering basis

The student knows
- how to describe the state of a thermodynamic system
- how heat, fluids and their transfer are used in applications

Content (course unit)

Heat and heat flow, thermal expansion, thermal stress, thermodynamics, state variables and equations of state, cycle processes, heat pumps, humidity, fluid mechanics.

Prerequisites (course unit)

Mechanics

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

Student is able to use quantities, units and equations in thermophysics, thermodynamics and fluid mechanics. Student is able to solve problems which resemble those given as examples during the course or student needs guidance in problem solving. Student is able to evaluate the correctness of his/her solution.

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

In addition to previous, student is able to solve new problems, which doesn't resemble examples given during the course

Assessment criteria, excellent (5) (course unit)

In addition to previous, student is able to justify the solution exactly. Student is able to utilize the learned knowledge and skills to more challenging problems and analyze the correctness of the solution.

Assessment scale

0-5

Objectives (course unit)

After the course students master equations of flow technology, knows the structural details of components can design and dimension hydraulic systems and is familiar with the hydraulic required components.

Students become familiar with electro-hydraulic control systems and digital hydraulics, and how to design a proportional control.

Students learn about environmentally friendly water hydraulics.

Content (course unit)

Flow technology theory, valves and actuators sizing, circuit diagrams, system design and applications. Proportional valves, proportional control and design, servo valves and systems design.

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

Students recognize main components and know how they work. They can read hydraulics diagrams. Students are somewhat motivated and can work in a team and receive feedback.

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

Students are able to dimension main components and draw hydraulics diagrams. They understand power loss in power transmission and can manage it by choosing right components and systems. Students are motivated and complete task in schedule.

Assessment criteria, excellent (5) (course unit)

Students are able to dimension hydraulics components and draw diagrams according to standards. They understand interaction between components and hydraulics. They understand the principles of proportional steering and can dimension proportional systems, Students are very motivated and complete tasks in schedule.

Assessment scale

0-5

Assessment criteria - fail (0) (Not in use, Look at the Assessment criteria above)

The student does not return the assignment or does not receive an acceptable grade in the exam.

Assessment criteria - satisfactory (1-2) (Not in use, Look at the Assessment criteria above)

The student identifies the main components and knows how they work. Can read hydraulic diagrams. The student is somewhat motivated, knows how to work in a group and is able to receive feedback.

Assessment criteria - good (3-4) (Not in use, Look at the Assessment criteria above)

The student is able to dimension the main components and draw up hydraulic diagrams. The student understands the determination of power dissipation in the power transmission chain and is able to control it by selecting components and systems. The student is motivated and completes the assigned tasks on schedule.

Assessment criteria - excellent (5) (Not in use, Look at the Assessment criteria above)

The student is able to dimension hydraulic components and is able to draw diagrams in accordance with the standard. The student understands the interaction between actuators and hydraulics. The student understands the principle of proportional control and is able to dimension a proportional system in a supervised manner. The student is well motivated and returns the assignments on time.

Objectives (course unit)

Student is able to
- make a measurement task under supervision
- make a data sheet under supervision
- calculate the results of the measurement task
- make a graph representing the results
- make an appropriate error analysis
- draw up a report in accordance with standards

Content (course unit)

Measurements in students own field of technology.
Calculations of the results including linear regression. Drawing up reports about the measuring tasks.

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

Student has completed all required learning tasks. Reports have small errors or are incomplete in some way. Reports don't fully follow the given reporting guidelines.

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

The errors in reports are sparse. Student is able to supplement text with images, tables and equations. Student is able to present the final result correctly with calculated uncertainty. The text is mostly faultless. The reports follow the given reporting guidelines.

Assessment criteria, excellent (5) (course unit)

The reports follow the given reporting guidelines and student show deeper understanding in the reports. Student can reflect the quality of the measurements and final results. Student is able to relate the topics of the laboratory measurements to his/her own engineering field.

Assessment criteria, pass/fail (course unit)

Fail: Not all required assignments are fulfilled or student has been absent.

Assessment scale

0-5

Objectives (course unit)

Student is able to
- apply the concepts of limit and derivative when solving practical problems
- interpret derivative as rate of change
- determine the derivative using graphical, numerical and symbolical methods
- construct error estimates using the differential method

Content (course unit)

Limit, Derivative, Partial Derivative, Graphical Differentiation, Numerical Differentiation, Symbolic Differentiation, Applications of Derivative, Error Estimation with Differential.

Prerequisites (course unit)

Orientation for Engineering Mathematics and Functions and Matrices or similar skills

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

Student understands the basic concept of derivative and is able to solve simple applications that are similar to the model problems solved during the course. Student also knows how to interpret derivative in graphs and how to compute it numerically. Justification of solutions and using mathematical concepts may still be somewhat vague. Student takes care of his/her own studies and can cope with exercises with some help from the group.

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

In addition, student is able to apply derivative to basic technical problems, for example to optimization. Student is also able to explain the methods of her/his solutions. Mathematical notations and concepts are mainly used correctly. Student is able to solve the given exercises independently and also helps other students in the group.

Assessment criteria, excellent (5) (course unit)

In addition, student has an overall understanding of course topics. He/she can solve more demanding engineering problems and has the ability to present and justify the chosen methods of solution. Mathematical notations and concepts are used precisely. Student is motivated and committed to help the group to manage the course.

Assessment scale

0-5

Objectives (course unit)

The student is able to
- describe heat, fluid and their flow with physical quantities and their dependencies
- give justifiable solutions to related problems from scientific engineering basis

The student knows
- how to describe the state of a thermodynamic system
- how heat, fluids and their transfer are used in applications

Content (course unit)

Heat and heat flow, thermal expansion, thermal stress, thermodynamics, state variables and equations of state, cycle processes, heat pumps, humidity, fluid mechanics.

Prerequisites (course unit)

Mechanics

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

Student is able to use quantities, units and equations in thermophysics, thermodynamics and fluid mechanics. Student is able to solve problems which resemble those given as examples during the course or student needs guidance in problem solving. Student is able to evaluate the correctness of his/her solution.

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

In addition to previous, student is able to solve new problems, which doesn't resemble examples given during the course

Assessment criteria, excellent (5) (course unit)

In addition to previous, student is able to justify the solution exactly. Student is able to utilize the learned knowledge and skills to more challenging problems and analyze the correctness of the solution.

Assessment scale

0-5

Objectives (course unit)

After the course students master equations of flow technology, knows the structural details of components can design and dimension hydraulic systems and is familiar with the hydraulic required components.

Students become familiar with electro-hydraulic control systems and digital hydraulics, and how to design a proportional control.

Students learn about environmentally friendly water hydraulics.

Content (course unit)

Flow technology theory, valves and actuators sizing, circuit diagrams, system design and applications. Proportional valves, proportional control and design, servo valves and systems design.

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

Students recognize main components and know how they work. They can read hydraulics diagrams. Students are somewhat motivated and can work in a team and receive feedback.

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

Students are able to dimension main components and draw hydraulics diagrams. They understand power loss in power transmission and can manage it by choosing right components and systems. Students are motivated and complete task in schedule.

Assessment criteria, excellent (5) (course unit)

Students are able to dimension hydraulics components and draw diagrams according to standards. They understand interaction between components and hydraulics. They understand the principles of proportional steering and can dimension proportional systems, Students are very motivated and complete tasks in schedule.

Assessment scale

0-5

Assessment criteria - fail (0) (Not in use, Look at the Assessment criteria above)

The student does not return the assignment or does not receive an acceptable grade in the exam.

Assessment criteria - satisfactory (1-2) (Not in use, Look at the Assessment criteria above)

The student identifies the main components and knows how they work. Can read hydraulic diagrams. The student is somewhat motivated, knows how to work in a group and is able to receive feedback.

Assessment criteria - good (3-4) (Not in use, Look at the Assessment criteria above)

The student is able to dimension the main components and draw up hydraulic diagrams. The student understands the determination of power dissipation in the power transmission chain and is able to control it by selecting components and systems. The student is motivated and completes the assigned tasks on schedule.

Assessment criteria - excellent (5) (Not in use, Look at the Assessment criteria above)

The student is able to dimension hydraulic components and is able to draw diagrams in accordance with the standard. The student understands the interaction between actuators and hydraulics. The student understands the principle of proportional control and is able to dimension a proportional system in a supervised manner. The student is well motivated and returns the assignments on time.

Objectives (course unit)

The student
- can use the basic laws of oscillation, wave and sound physics, and atom- and nuclear physics and apply observations of phenomena
- can reduce the problem into quantities and equations connected to various kind of oscillation and wave mechanics, atom and nuclear physics, and electromagnetic waves
- can solve and state arguments for problems based on the scientific and technical point of view
- knows the technical applications connected to electromagnetic waves

Content (course unit)

The oscillation modes and mathematical modeling
Wave and sound physics
Electromagnetic radiation
Structure of atom and energy levels
Basics of nuclear physics
Radioactivity and nuclear power

Prerequisites (course unit)

Mechanics, Thermal physics, Flow mechanics, Electrostatics, electrical circuits and magnetism

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

Student is able to use correct quantities and units for the topics, is able to analyze phenomena quantitatively and solve simple problems, which resemble examples given on the course.

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

In addition to exemplary problems, student is able to utilize the basic laws of oscillation, wave motion, atomic physics and nuclear physics in new situations and problems and is able to justify the solutions.

Assessment criteria, excellent (5) (course unit)

Student has a comprehensive understanding of the basic laws of oscillation, wave motion, atomic physics and nuclear physics. Student understands the interrelations between the laws and is able to use them in problem solving. Student is fluent in solving problems and can justify the solutions.

Assessment scale

0-5

Objectives (course unit)

Students are able to
- make controlled measurements
- make plans of measurements
- evaluate reliability of measurements
- evaluate importance of measurements

Content (course unit)

Measurements of students own technical area
Reporting of laboratory works made
Project learning applications

Prerequisites (course unit)

Basics of Measuring and Reporting

Further information (course unit)

Alternative ways for project learning implementations

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

Student has accomplished all required learning tasks. Student is able to plan and carry out measurements in physics and his/her engineering field. Reports may contain small errors or are slightly inadequate.The reports don't fully follow reporting guidelines.

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

Student is able to plan and carry out measurements in physics and his/her engineering field. Student is able to report the results according to the guidelines and so that all important aspects are included. Report forms a coherent entity.

Assessment criteria, excellent (5) (course unit)

Student is able to plan and carry out measurements independently in physics and his/her engineering field.Student is able to report the results well and clearly following the reporting guidelines. Reports form a coherent and comprehensive entity that covers all relevant aspects and topics.

Assessment criteria, pass/fail (course unit)

Fail: Not all required assignments are fulfilled or student has been absent.

Assessment scale

0-5