Study Guide

Objectives (course unit)

The students learn to draw up the most central site plans. They complement the plans by detailed work specific task plans. The students learn about the significance of task planning in ensuring a timely and high-quality end result.

Content (course unit)

Going through all site plans: scheduling plans, action area plans, element installation plans, occupational safety plans, falling protection plans, purchasing plans, electrification plans and especially the task plan and doing an assignment.

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

The student knows the basics of the job description and key tasks of the property manager and the basics of the management of a housing company.

Content (course unit)

This course deals with real estate management tasks. Themes to be discussed include: duties and responsibilities of the property manager, establishment of a housing company, general meetings, work of the Board of Directors, rights and obligations of the shareholders, and management of property and other contracts.

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

The student knows the institutions of a housing company and knows their main tasks and responsibilities. The student knows the content of the Housing Companies Act on a rough level.

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

The student is generally familiar with the content of the Housing Company Act and is able to apply it in organizing the housing company's operations. He / she is able to take care of the main duties of a property manager and understands the role of the property manager in the management of a housing company.

Assessment criteria, excellent (5) (course unit)

The student is well acquainted with the content of the Housing Companies Act and is able to apply it to the establishment and administration of a housing company. He/ she is familiar with the housing company's institutions and their duties and responsibilities. He/ she knows the duties of a property manager and is able to take care of them independently and responsibly.

Assessment scale

0-5

Objectives (course unit)

The student knows the basics of the job description and key tasks of the property manager and the basics of the management of a housing company.

Content (course unit)

This course deals with real estate management tasks. Themes to be discussed include: duties and responsibilities of the property manager, establishment of a housing company, general meetings, work of the Board of Directors, rights and obligations of the shareholders, and management of property and other contracts.

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

The student knows the institutions of a housing company and knows their main tasks and responsibilities. The student knows the content of the Housing Companies Act on a rough level.

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

The student is generally familiar with the content of the Housing Company Act and is able to apply it in organizing the housing company's operations. He / she is able to take care of the main duties of a property manager and understands the role of the property manager in the management of a housing company.

Assessment criteria, excellent (5) (course unit)

The student is well acquainted with the content of the Housing Companies Act and is able to apply it to the establishment and administration of a housing company. He/ she is familiar with the housing company's institutions and their duties and responsibilities. He/ she knows the duties of a property manager and is able to take care of them independently and responsibly.

Assessment scale

0-5

Objectives (course unit)

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

Content (course unit)

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

Prerequisites (course unit)

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

Further information (course unit)

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

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

The student knows the design principles of reinforced concrete structures and the strength properties of concrete and reinforcing steels. The student is able to design and design different types of structures, including continuous, beam and slab structures. He can also design walls and pillars against buckling and underground foundations. The student is able to choose the thickness of concrete cover according to the criteria of shelf life and fire resistance. The student will also master the basics of anchoring reinforcement and determining the cut length. The student knows the basics of evaluation of deflection and cracking. The student is able to produce structural drawings of reinforced concrete structures using CAD software.

Content (course unit)

Design criteria for reinforced concrete structures. Materials and material properties. Design for bending, cutting and punching. Rectangular beams, tile and flange beams. One way and cross bearing slabs, pillar slabs. Openings in structures. Earth slabs. Walls and pillars. Sensors, retaining walls. Durability, stress classes and reinforced concrete cover. Anchoring rods, joints and cutting lengths. Deflection verification by graphical method, crack width control by tabular method.

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

The student knows the design principles of reinforced concrete structures and the strength properties of concrete and reinforcing steels. The student is able to design and design different types of structures, including continuous, beam and slab structures. He can also design walls and pillars against buckling and underground foundations. The student is able to choose the thickness of concrete cover according to the criteria of shelf life and fire resistance. The student will also master the basics of anchoring reinforcement and determining the cut length. The student knows the basics of evaluation of deflection and cracking. The student is able to produce structural drawings of reinforced concrete structures using CAD software.

Content (course unit)

Design criteria for reinforced concrete structures. Materials and material properties. Design for bending, cutting and punching. Rectangular beams, tile and flange beams. One way and cross bearing slabs, pillar slabs. Openings in structures. Earth slabs. Walls and pillars. Sensors, retaining walls. Durability, stress classes and reinforced concrete cover. Anchoring rods, joints and cutting lengths. Deflection verification by graphical method, crack width control by tabular method.

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

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

Content (course unit)

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

Prerequisites (course unit)

Concrete Technology, 5 cr

Further information (course unit)

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

Assessment scale

0-5

Objectives (course unit)

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

Content (course unit)

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

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

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

Content (course unit)

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

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

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

Content (course unit)

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

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

The student gets to know the description methods of technical drawing and their application in communication in the construction industry. The student becomes familiar with computer-aided drawing in two dimensions, three dimensions and using information modeling as a method. The student achieves basic communication skills with the help of construction drawings.

Content (course unit)

Projection from a three-dimensional object into a two-dimensional drawing. Preparing a two-dimensional CAD drawing. Three-dimensional models and building data models. Using point clouds and other reference data. Data transfer and IFC.

Prerequisites (course unit)

Digital tools, basics of information technology or similar basic knowledge of information technology.

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

The student knows how to read and produce conventional 2D construction drawings by herself/ himself with the software commonly used in the field, as well as use drawing markings and layouts according to the industry standard.

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

In addition to the above, the student can explain the principles of data modeling, the use of a point cloud in producing a 3D model, and independently search for solutions to the problems of the subject area of ​​the course, making extensive use of source materials.

Assessment criteria, excellent (5) (course unit)

In addition to the previous ones, the student recognizes the development needs of documentation in the construction industry and is able to develop their operating methods relying on digital methods.

Assessment scale

0-5

Objectives (course unit)

The student gets to know the description methods of technical drawing and their application in communication in the construction industry. The student becomes familiar with computer-aided drawing in two dimensions, three dimensions and using information modeling as a method. The student achieves basic communication skills with the help of construction drawings.

Content (course unit)

Projection from a three-dimensional object into a two-dimensional drawing. Preparing a two-dimensional CAD drawing. Three-dimensional models and building data models. Using point clouds and other reference data. Data transfer and IFC.

Prerequisites (course unit)

Digital tools, basics of information technology or similar basic knowledge of information technology.

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

The student knows how to read and produce conventional 2D construction drawings by herself/ himself with the software commonly used in the field, as well as use drawing markings and layouts according to the industry standard.

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

In addition to the above, the student can explain the principles of data modeling, the use of a point cloud in producing a 3D model, and independently search for solutions to the problems of the subject area of ​​the course, making extensive use of source materials.

Assessment criteria, excellent (5) (course unit)

In addition to the previous ones, the student recognizes the development needs of documentation in the construction industry and is able to develop their operating methods relying on digital methods.

Assessment scale

0-5

Objectives (course unit)

The student gets to know the description methods of technical drawing and their application in communication in the construction industry. The student becomes familiar with computer-aided drawing in two dimensions, three dimensions and using information modeling as a method. The student achieves basic communication skills with the help of construction drawings.

Content (course unit)

Projection from a three-dimensional object into a two-dimensional drawing. Preparing a two-dimensional CAD drawing. Three-dimensional models and building data models. Using point clouds and other reference data. Data transfer and IFC.

Prerequisites (course unit)

Digital tools, basics of information technology or similar basic knowledge of information technology.

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

The student knows how to read and produce conventional 2D construction drawings by herself/ himself with the software commonly used in the field, as well as use drawing markings and layouts according to the industry standard.

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

In addition to the above, the student can explain the principles of data modeling, the use of a point cloud in producing a 3D model, and independently search for solutions to the problems of the subject area of ​​the course, making extensive use of source materials.

Assessment criteria, excellent (5) (course unit)

In addition to the previous ones, the student recognizes the development needs of documentation in the construction industry and is able to develop their operating methods relying on digital methods.

Assessment scale

0-5

Objectives (course unit)

The student gets to know the description methods of technical drawing and their application in communication in the construction industry. The student becomes familiar with computer-aided drawing in two dimensions, three dimensions and using information modeling as a method. The student achieves basic communication skills with the help of construction drawings.

Content (course unit)

Projection from a three-dimensional object into a two-dimensional drawing. Preparing a two-dimensional CAD drawing. Three-dimensional models and building data models. Using point clouds and other reference data. Data transfer and IFC.

Prerequisites (course unit)

Digital tools, basics of information technology or similar basic knowledge of information technology.

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

The student knows how to read and produce conventional 2D construction drawings by herself/ himself with the software commonly used in the field, as well as use drawing markings and layouts according to the industry standard.

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

In addition to the above, the student can explain the principles of data modeling, the use of a point cloud in producing a 3D model, and independently search for solutions to the problems of the subject area of ​​the course, making extensive use of source materials.

Assessment criteria, excellent (5) (course unit)

In addition to the previous ones, the student recognizes the development needs of documentation in the construction industry and is able to develop their operating methods relying on digital methods.

Assessment scale

0-5

Objectives (course unit)

The student gets to know the description methods of technical drawing and their application in communication in the construction industry. The student becomes familiar with computer-aided drawing in two dimensions, three dimensions and using information modeling as a method. The student achieves basic communication skills with the help of construction drawings.

Content (course unit)

Projection from a three-dimensional object into a two-dimensional drawing. Preparing a two-dimensional CAD drawing. Three-dimensional models and building data models. Using point clouds and other reference data. Data transfer and IFC.

Prerequisites (course unit)

Digital tools, basics of information technology or similar basic knowledge of information technology.

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

The student knows how to read and produce conventional 2D construction drawings by herself/ himself with the software commonly used in the field, as well as use drawing markings and layouts according to the industry standard.

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

In addition to the above, the student can explain the principles of data modeling, the use of a point cloud in producing a 3D model, and independently search for solutions to the problems of the subject area of ​​the course, making extensive use of source materials.

Assessment criteria, excellent (5) (course unit)

In addition to the previous ones, the student recognizes the development needs of documentation in the construction industry and is able to develop their operating methods relying on digital methods.

Assessment scale

0-5

Objectives (course unit)

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

Content (course unit)

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

Prerequisites (course unit)

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

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

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

Content (course unit)

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

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

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

Content (course unit)

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

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

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

Content (course unit)

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

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

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

Content (course unit)

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

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

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

Content (course unit)

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

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

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

Content (course unit)

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

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

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)

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

Content (course unit)

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

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

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

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

Content (course unit)

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

Further information (course unit)

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

Assessment scale

Pass/Fail

Objectives (course unit)

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

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

Content (course unit)

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

Further information (course unit)

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

Assessment scale

Pass/Fail

Objectives (course unit)

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

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

Content (course unit)

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

Further information (course unit)

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

Assessment scale

Pass/Fail

Objectives (course unit)

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

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

Content (course unit)

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

Further information (course unit)

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

Assessment scale

Pass/Fail

Objectives (course unit)

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

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

Content (course unit)

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

Further information (course unit)

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

Assessment scale

0-5

Objectives (course unit)

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

This internship is intended for internship after the 2nd year. Please refer to the training program internship requirements.

Content (course unit)

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

Further information (course unit)

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

Assessment criteria, pass/fail (course unit)

The content of the internship supports studies in the field of construction. The student has drawn up and returned the internship agreement at the latest at the beginning of the internship. At the end of the internship, the student returns an internship report and a work certificate to the supervising teacher, which verifies the duration and content of the internship.

Assessment scale

0-5

Objectives (course unit)

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

This internship is intended for internship after the 2nd year. Please refer to the training program internship requirements.

Content (course unit)

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

Further information (course unit)

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

Assessment criteria, pass/fail (course unit)

The content of the internship supports studies in the field of construction. The student has drawn up and returned the internship agreement at the latest at the beginning of the internship. At the end of the internship, the student returns an internship report and a work certificate to the supervising teacher, which verifies the duration and content of the internship.

Assessment scale

0-5

Objectives (course unit)

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

This internship is intended for internship after the 2nd year. Please refer to the training program internship requirements.

Content (course unit)

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

Further information (course unit)

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

Assessment criteria, pass/fail (course unit)

The content of the internship supports studies in the field of construction. The student has drawn up and returned the internship agreement at the latest at the beginning of the internship. At the end of the internship, the student returns an internship report and a work certificate to the supervising teacher, which verifies the duration and content of the internship.

Assessment scale

0-5

Objectives (course unit)

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

This internship is intended for internship after the 2nd year. Please refer to the training program internship requirements.

Content (course unit)

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

Further information (course unit)

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

Assessment criteria, pass/fail (course unit)

The content of the internship supports studies in the field of construction. The student has drawn up and returned the internship agreement at the latest at the beginning of the internship. At the end of the internship, the student returns an internship report and a work certificate to the supervising teacher, which verifies the duration and content of the internship.

Assessment scale

0-5

Objectives (course unit)

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

At least half of the internship, ie 15 ECTS, must be scheduled between the third and fourth year of study. The quality requirements are determined in accordance with the training guidelines of the training program.

Content (course unit)

This course is intended for supervised practice after the 3rd year.

For more information, see the tutorial on the training program.

Assessment criteria, pass/fail (course unit)

Grade marked (S) when training is done according to instructions.

Assessment scale

0-5

Objectives (course unit)

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

At least half of the internship, ie 15 ECTS, must be scheduled between the third and fourth year of study. The quality requirements are determined in accordance with the training guidelines of the training program.

Content (course unit)

This course is intended for supervised practice after the 3rd year.

For more information, see the tutorial on the training program.

Assessment criteria, pass/fail (course unit)

Grade marked (S) when training is done according to instructions.

Assessment scale

0-5

Objectives (course unit)

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

At least half of the internship, ie 15 ECTS, must be scheduled between the third and fourth year of study. The quality requirements are determined in accordance with the training guidelines of the training program.

Content (course unit)

This course is intended for supervised practice after the 3rd year.

For more information, see the tutorial on the training program.

Assessment criteria, pass/fail (course unit)

Grade marked (S) when training is done according to instructions.

Assessment scale

0-5

Objectives (course unit)

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

At least half of the internship, ie 15 ECTS, must be scheduled between the third and fourth year of study. The quality requirements are determined in accordance with the training guidelines of the training program.

Content (course unit)

This course is intended for supervised practice after the 3rd year.

For more information, see the tutorial on the training program.

Assessment criteria, pass/fail (course unit)

Grade marked (S) when training is done according to instructions.

Assessment scale

0-5

Objectives (course unit)

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

Content (course unit)

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

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

The student is able to choose alternatives for establishing a road structure in soft conditions. The student is able to calculate the stability and inclination of the road embankment using a calculation program. The student is able to dimension the most common bottom reinforcement methods, such as mass change, lightening, deep stabilization, preloading structure and geotechnical part of the pile slab. The student is able to compare bottom reinforcement methods with respect to costs. The student knows what ground survey methods are used in soft construction and what information is obtained from different soil research methods. The student is able to interpret the results of the base research in such a way that he / she is able to define a geotechnical calculation model. The student is able to calculate the stability of a pipeline trench and can define methods to improve the stability.

Content (course unit)

Factors affecting the way a road (or infrastructure in general) is built. Theoretical starting points and calculations for stability and slope calculations. The most common base reinforcement methods used in Finland and their sizing. Fundamental research methods and interpretation of their results. Stability of pipeline trenches and safety of trenching. Using the Geocalc calculator.

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

Is able to independently calculate the calculations according to the example. Knows the most common bottom reinforcement methods and knows the most important design criteria when building a soft top. Knows the most common ground survey methods. Knows the factors affecting the durability of a pipeline trench.

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

Can apply the dependencies they have learned in calculations. Will be able to independently look at different base amplification options based on the input data provided. Understand the selection criteria for bottom reinforcement methods for stability and subsidence. Can interpret most common ground survey methods. Can calculate the stability of a pipeline trench

Assessment criteria, excellent (5) (course unit)

Understands the underlying phenomena of interdependencies and maintains independent retrieval of information and application of calculation methods. Can evaluate bottom tests and can interpret dimensioning parameters from research results. Can apply the literature independently to different design situations.

Assessment scale

0-5

Objectives (course unit)

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

Content (course unit)

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

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

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

Content (course unit)

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

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

The student knows the basics of infrastructure construction production methods. The production methods are examined in a versatile way, so that the student is able to apply the methods to different circumstances and to acquire information on the capacities, cost factors, etc., necessary for planning the work.

Content (course unit)

The course is complementary to production methods such as crushing, drilling and grouting, which are closely presented in other courses (eg civil engineering and civil engineering). In addition, numerous other methods of production of infrastructure construction are discussed.

Crushing and working equipment, processing of aggregates and price formation in crushing. Dredging operations include bucket dredgers, suction dredgers and food processors as well as dredging with specially equipped excavators. The demolition work deals with different methods of dismantling concrete structures, especially the safety, design and environmental impact of demolition. The drilling work will focus on methods of anchoring etc. using drill bits as well as directional drilling and their applicability. In addition, the course may include an overview of site-specific logistical issues, such as lifting and horizontal shifts, the use and design of mold and support equipment, frost thawing, etc. Other teachers need to be consulted when designing the implementation plan.

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

In this Course, you will learn the calculation and mathematical modeling skills you need in the engineering profession. The sub-area is differential and integral calculus

At the end of the course, you
• recognize exponential and logarithmic functions
• can solve exponential and logarithmic equations and apply them in engineering problems
• you know the basic calculations of matrices and know some applications
• can use the concepts and notations related to limit value, derivative and integral
• can interpret the derivative as a rate of change
• can determine the derivative and integral graphically, numerically and symbolically
• know how to solve application tasks, the modeling of which requires the use of a derivative or an integral
• are able to present and justify logically chosen solutions
• you know how to evaluate the reasonableness and correctness of the solutions you make

Content (course unit)

• exponential and logarithmic function
• exponential equation, logarithmic equation
• basic matrix concepts and calculations (sum, multiplication by a number, product, determinant, inverse matrix)
• solving a group of linear equations with matrices
• some matrix applications
• the concept of limit value in brief
• derivative of the graph
• derivative numerically
• calculating the derivative using the rules of derivation
• higher derivatives (used at the entry level)
• some applications of the derivative (e.g. differential and total differential, error estimation and extreme values)
• the definite integral graphically
• definite integral numerically
• calculating the integral function using integration rules
• basic theorem of analysis, definite integral symbolically
• some applications of the integral (e.g. distance, work, area, center of gravity, average, mean square)

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

Student

• recognizes exponential and logarithmic functions
• can solve simple exponential and logarithmic equations
• knows basic calculations of matrices
• knows how to use some concepts and notations related to derivatives and integrals
• knows the principle of the derivative as a rate of change
• can determine the derivative and integral graphically, numerically and symbolically, similar to the simple examples used in class
• the presentations and justifications of the chosen solutions may be incomplete
• there may be shortcomings in evaluating the reasonableness and correctness of the solutions made

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

Student

• recognizes exponential and logarithmic functions
• can solve exponential and logarithmic equations and apply them in engineering problems
• knows the basic calculations of matrices and knows some applications
• knows how to use concepts and notations related to limit value, derivative and integral
• can interpret the derivative as a rate of change
• can determine the derivative and integral graphically, numerically and symbolically
• can solve application tasks, the modeling of which requires the use of a derivative or an integral
• is able to present and justify logically chosen solutions
• knows how to evaluate the reasonableness and correctness of the decisions he makes

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

In this Course, you will learn the calculation and mathematical modeling skills you need in the engineering profession. The sub-area is differential and integral calculus

At the end of the course, you
• recognize exponential and logarithmic functions
• can solve exponential and logarithmic equations and apply them in engineering problems
• you know the basic calculations of matrices and know some applications
• can use the concepts and notations related to limit value, derivative and integral
• can interpret the derivative as a rate of change
• can determine the derivative and integral graphically, numerically and symbolically
• know how to solve application tasks, the modeling of which requires the use of a derivative or an integral
• are able to present and justify logically chosen solutions
• you know how to evaluate the reasonableness and correctness of the solutions you make

Content (course unit)

• exponential and logarithmic function
• exponential equation, logarithmic equation
• basic matrix concepts and calculations (sum, multiplication by a number, product, determinant, inverse matrix)
• solving a group of linear equations with matrices
• some matrix applications
• the concept of limit value in brief
• derivative of the graph
• derivative numerically
• calculating the derivative using the rules of derivation
• higher derivatives (used at the entry level)
• some applications of the derivative (e.g. differential and total differential, error estimation and extreme values)
• the definite integral graphically
• definite integral numerically
• calculating the integral function using integration rules
• basic theorem of analysis, definite integral symbolically
• some applications of the integral (e.g. distance, work, area, center of gravity, average, mean square)

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

Student

• recognizes exponential and logarithmic functions
• can solve simple exponential and logarithmic equations
• knows basic calculations of matrices
• knows how to use some concepts and notations related to derivatives and integrals
• knows the principle of the derivative as a rate of change
• can determine the derivative and integral graphically, numerically and symbolically, similar to the simple examples used in class
• the presentations and justifications of the chosen solutions may be incomplete
• there may be shortcomings in evaluating the reasonableness and correctness of the solutions made

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

Student

• recognizes exponential and logarithmic functions
• can solve exponential and logarithmic equations and apply them in engineering problems
• knows the basic calculations of matrices and knows some applications
• knows how to use concepts and notations related to limit value, derivative and integral
• can interpret the derivative as a rate of change
• can determine the derivative and integral graphically, numerically and symbolically
• can solve application tasks, the modeling of which requires the use of a derivative or an integral
• is able to present and justify logically chosen solutions
• knows how to evaluate the reasonableness and correctness of the decisions he makes

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

In this Course, you will learn the calculation and mathematical modeling skills you need in the engineering profession. The sub-area is differential and integral calculus

At the end of the course, you
• recognize exponential and logarithmic functions
• can solve exponential and logarithmic equations and apply them in engineering problems
• you know the basic calculations of matrices and know some applications
• can use the concepts and notations related to limit value, derivative and integral
• can interpret the derivative as a rate of change
• can determine the derivative and integral graphically, numerically and symbolically
• know how to solve application tasks, the modeling of which requires the use of a derivative or an integral
• are able to present and justify logically chosen solutions
• you know how to evaluate the reasonableness and correctness of the solutions you make

Content (course unit)

• exponential and logarithmic function
• exponential equation, logarithmic equation
• basic matrix concepts and calculations (sum, multiplication by a number, product, determinant, inverse matrix)
• solving a group of linear equations with matrices
• some matrix applications
• the concept of limit value in brief
• derivative of the graph
• derivative numerically
• calculating the derivative using the rules of derivation
• higher derivatives (used at the entry level)
• some applications of the derivative (e.g. differential and total differential, error estimation and extreme values)
• the definite integral graphically
• definite integral numerically
• calculating the integral function using integration rules
• basic theorem of analysis, definite integral symbolically
• some applications of the integral (e.g. distance, work, area, center of gravity, average, mean square)

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

Student

• recognizes exponential and logarithmic functions
• can solve simple exponential and logarithmic equations
• knows basic calculations of matrices
• knows how to use some concepts and notations related to derivatives and integrals
• knows the principle of the derivative as a rate of change
• can determine the derivative and integral graphically, numerically and symbolically, similar to the simple examples used in class
• the presentations and justifications of the chosen solutions may be incomplete
• there may be shortcomings in evaluating the reasonableness and correctness of the solutions made

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

Student

• recognizes exponential and logarithmic functions
• can solve exponential and logarithmic equations and apply them in engineering problems
• knows the basic calculations of matrices and knows some applications
• knows how to use concepts and notations related to limit value, derivative and integral
• can interpret the derivative as a rate of change
• can determine the derivative and integral graphically, numerically and symbolically
• can solve application tasks, the modeling of which requires the use of a derivative or an integral
• is able to present and justify logically chosen solutions
• knows how to evaluate the reasonableness and correctness of the decisions he makes

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

In this Course, you will learn the calculation and mathematical modeling skills you need in the engineering profession. The sub-area is differential and integral calculus

At the end of the course, you
• recognize exponential and logarithmic functions
• can solve exponential and logarithmic equations and apply them in engineering problems
• you know the basic calculations of matrices and know some applications
• can use the concepts and notations related to limit value, derivative and integral
• can interpret the derivative as a rate of change
• can determine the derivative and integral graphically, numerically and symbolically
• know how to solve application tasks, the modeling of which requires the use of a derivative or an integral
• are able to present and justify logically chosen solutions
• you know how to evaluate the reasonableness and correctness of the solutions you make

Content (course unit)

• exponential and logarithmic function
• exponential equation, logarithmic equation
• basic matrix concepts and calculations (sum, multiplication by a number, product, determinant, inverse matrix)
• solving a group of linear equations with matrices
• some matrix applications
• the concept of limit value in brief
• derivative of the graph
• derivative numerically
• calculating the derivative using the rules of derivation
• higher derivatives (used at the entry level)
• some applications of the derivative (e.g. differential and total differential, error estimation and extreme values)
• the definite integral graphically
• definite integral numerically
• calculating the integral function using integration rules
• basic theorem of analysis, definite integral symbolically
• some applications of the integral (e.g. distance, work, area, center of gravity, average, mean square)

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

Student

• recognizes exponential and logarithmic functions
• can solve simple exponential and logarithmic equations
• knows basic calculations of matrices
• knows how to use some concepts and notations related to derivatives and integrals
• knows the principle of the derivative as a rate of change
• can determine the derivative and integral graphically, numerically and symbolically, similar to the simple examples used in class
• the presentations and justifications of the chosen solutions may be incomplete
• there may be shortcomings in evaluating the reasonableness and correctness of the solutions made

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

Student

• recognizes exponential and logarithmic functions
• can solve exponential and logarithmic equations and apply them in engineering problems
• knows the basic calculations of matrices and knows some applications
• knows how to use concepts and notations related to limit value, derivative and integral
• can interpret the derivative as a rate of change
• can determine the derivative and integral graphically, numerically and symbolically
• can solve application tasks, the modeling of which requires the use of a derivative or an integral
• is able to present and justify logically chosen solutions
• knows how to evaluate the reasonableness and correctness of the decisions he makes

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

The student is able to describe the possibilities of using the rock to locate different spaces. The student is able to utilize rock bedrock geology information and rock classification methods for rock placement planning and initial reinforcement method selection. The student is able to describe the basic principles, methods and differences of open and cave / tunnel excavation. The student is able to describe the quarrying operations and methods, equipment, explosives and official regulations. The student will be able to list the ways of reinforcing the rock and the materials, equipment and work stages used in the work, as well as describe the operating principles and quality assurance procedures of the rock. The student is able to determine the drying and compaction needs of rock spaces and to propose solutions, as well as to list the materials, equipment and work stages used in them.

Content (course unit)

Different rock spaces. Rock construction and zoning. Structural features, bedrock classifications and stress state of the bedrock. Consideration of bedrock in site layout. Rock quarrying. Tunnel excavation work, explosives and detonators. Mining Authority Regulations and Environmental Impact. Injection concrete and bolting. Drainage and sealing by injection.

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

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

Content (course unit)

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

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

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

Content (course unit)

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

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

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

Content (course unit)

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

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

The students are able to work out the matters related to the load capability and building physics of structures and are able to design structural renovations.

Content (course unit)

Working out structural measures related to renovation projects. The design of renovations of steel, timber and especially concrete structures. Examples of finished projects.

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

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

Content (course unit)

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

Further information (course unit)

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

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

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

Content (course unit)

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

Further information (course unit)

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

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

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

Content (course unit)

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

Further information (course unit)

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

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

The student gets an insight into quality thinking, company quality functions and construction quality assurance. The course focuses on the principles, functions and implementation of the construction site quality assurance. The aim of the studies is to combine quality issues with other design and implementation of construction production.

Content (course unit)

Quality thinking, company quality functions, quality in construction and site quality assurance practices. Quality assurance measures required by the various parties involved in construction. The contractor's measures to ensure the quality of the entire site and the individual task.

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

The student is familiar with the concepts, goals and problems of traffic planning, as well as the principles of planning a community transport system and the connection between traffic and land use planning. He understands the importance of cooperation between different parties and different sector planners for the functioning of the transport system and road safety. They are able to make small traffic plans and make simple traffic economy calculations. He is also familiar with the impact assessment of traffic planning.

Content (course unit)

Urban transport system design principles and levels, traffic and land use, light and public transport, parking, traffic control, road safety, maintenance and freight traffic, urban regeneration and traffic economy calculations.

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

After the course, the student can calculate the normal stress, shear stress and bending stress distributions for regularly shaped cross-sections caused by external loads. In addition, the student knows how to calculate the deformations caused by normal force and bending moment for regularly shaped cross-sections.
He/she understands the dependencies between stress, tension and deformation. The student knows the effects of the shape, size and material of the cross-section of the structure on stresses and deformations, as well as being able to calculate the strength theoretical quantities of the reduced cross-section. The student knows how to calculate the stresses and deformations of a straight rod for bending and shear, and to dimension a buckling rod.

Content (course unit)

Basic concepts of strength theory, basics of material theory. Hooke's law, theory of elasticity and plasticity and permissible stresses. Quantities of cross-sectional geometry. Stresses and deformations of stress forms.
Designing for normal force, bending, shear.
General stability management, buckling design, principles of buckling and overturning.
Practice work.

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

The student can calculate the stresses caused by tension, compression, bending and shear for rectangular cross-sections. He understands the effect of buckling length on buckling capacity. He can calculate the cross-sectional dimensions of a rectangular cross-section.

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

The student knows how to calculate the stresses caused by tension, compression, bending and shear for conventional symmetrical cross-sections. He can calculate the buckling capacity of the rod. He can calculate the cross-sectional dimensions of symmetrical cross-sections. The student can calculate deformations caused by normal force and bending.

Assessment criteria, excellent (5) (course unit)

The student knows how to calculate the stresses caused by tension, compression, bending and shear also for asymmetric cross-sections. He can calculate the buckling capacity of the rod. He can calculate the cross-sectional dimensions of asymmetrical cross-sections. The student can calculate deformations caused by normal force and bending.

Assessment scale

0-5

Objectives (course unit)

After the course, the student can calculate the normal stress, shear stress and bending stress distributions for regularly shaped cross-sections caused by external loads. In addition, the student knows how to calculate the deformations caused by normal force and bending moment for regularly shaped cross-sections.
He/she understands the dependencies between stress, tension and deformation. The student knows the effects of the shape, size and material of the cross-section of the structure on stresses and deformations, as well as being able to calculate the strength theoretical quantities of the reduced cross-section. The student knows how to calculate the stresses and deformations of a straight rod for bending and shear, and to dimension a buckling rod.

Content (course unit)

Basic concepts of strength theory, basics of material theory. Hooke's law, theory of elasticity and plasticity and permissible stresses. Quantities of cross-sectional geometry. Stresses and deformations of stress forms.
Designing for normal force, bending, shear.
General stability management, buckling design, principles of buckling and overturning.
Practice work.

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

The student can calculate the stresses caused by tension, compression, bending and shear for rectangular cross-sections. He understands the effect of buckling length on buckling capacity. He can calculate the cross-sectional dimensions of a rectangular cross-section.

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

The student knows how to calculate the stresses caused by tension, compression, bending and shear for conventional symmetrical cross-sections. He can calculate the buckling capacity of the rod. He can calculate the cross-sectional dimensions of symmetrical cross-sections. The student can calculate deformations caused by normal force and bending.

Assessment criteria, excellent (5) (course unit)

The student knows how to calculate the stresses caused by tension, compression, bending and shear also for asymmetric cross-sections. He can calculate the buckling capacity of the rod. He can calculate the cross-sectional dimensions of asymmetrical cross-sections. The student can calculate deformations caused by normal force and bending.

Assessment scale

0-5

Objectives (course unit)

After the course, the student can calculate the normal stress, shear stress and bending stress distributions for regularly shaped cross-sections caused by external loads. In addition, the student knows how to calculate the deformations caused by normal force and bending moment for regularly shaped cross-sections.
He/she understands the dependencies between stress, tension and deformation. The student knows the effects of the shape, size and material of the cross-section of the structure on stresses and deformations, as well as being able to calculate the strength theoretical quantities of the reduced cross-section. The student knows how to calculate the stresses and deformations of a straight rod for bending and shear, and to dimension a buckling rod.

Content (course unit)

Basic concepts of strength theory, basics of material theory. Hooke's law, theory of elasticity and plasticity and permissible stresses. Quantities of cross-sectional geometry. Stresses and deformations of stress forms.
Designing for normal force, bending, shear.
General stability management, buckling design, principles of buckling and overturning.
Practice work.

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

The student can calculate the stresses caused by tension, compression, bending and shear for rectangular cross-sections. He understands the effect of buckling length on buckling capacity. He can calculate the cross-sectional dimensions of a rectangular cross-section.

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

The student knows how to calculate the stresses caused by tension, compression, bending and shear for conventional symmetrical cross-sections. He can calculate the buckling capacity of the rod. He can calculate the cross-sectional dimensions of symmetrical cross-sections. The student can calculate deformations caused by normal force and bending.

Assessment criteria, excellent (5) (course unit)

The student knows how to calculate the stresses caused by tension, compression, bending and shear also for asymmetric cross-sections. He can calculate the buckling capacity of the rod. He can calculate the cross-sectional dimensions of asymmetrical cross-sections. The student can calculate deformations caused by normal force and bending.

Assessment scale

0-5

Objectives (course unit)

After the course, the student can calculate the normal stress, shear stress and bending stress distributions for regularly shaped cross-sections caused by external loads. In addition, the student knows how to calculate the deformations caused by normal force and bending moment for regularly shaped cross-sections.
He/she understands the dependencies between stress, tension and deformation. The student knows the effects of the shape, size and material of the cross-section of the structure on stresses and deformations, as well as being able to calculate the strength theoretical quantities of the reduced cross-section. The student knows how to calculate the stresses and deformations of a straight rod for bending and shear, and to dimension a buckling rod.

Content (course unit)

Basic concepts of strength theory, basics of material theory. Hooke's law, theory of elasticity and plasticity and permissible stresses. Quantities of cross-sectional geometry. Stresses and deformations of stress forms.
Designing for normal force, bending, shear.
General stability management, buckling design, principles of buckling and overturning.
Practice work.

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

The student can calculate the stresses caused by tension, compression, bending and shear for rectangular cross-sections. He understands the effect of buckling length on buckling capacity. He can calculate the cross-sectional dimensions of a rectangular cross-section.

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

The student knows how to calculate the stresses caused by tension, compression, bending and shear for conventional symmetrical cross-sections. He can calculate the buckling capacity of the rod. He can calculate the cross-sectional dimensions of symmetrical cross-sections. The student can calculate deformations caused by normal force and bending.

Assessment criteria, excellent (5) (course unit)

The student knows how to calculate the stresses caused by tension, compression, bending and shear also for asymmetric cross-sections. He can calculate the buckling capacity of the rod. He can calculate the cross-sectional dimensions of asymmetrical cross-sections. The student can calculate deformations caused by normal force and bending.

Assessment scale

0-5

Objectives (course unit)

Students
- can use national and international information sources in planning their bachelor’s thesis
- can use applicable information critically
- know copyrights and respect them
- can consider research-related and field-specific ethical principles
- can select and define a working life oriented thesis topic which supports their learning
- can make a thesis plan in accordance with TAMK’s thesis guidelines and justify their choices
- know applicable research methods of the field of education
- can choose suitable data collection and analysis methods for the thesis
- know the meaning of evidence-based operation in the field of education

Content (course unit)

Course is accepted when at least thesis plan and thesis contract or permit are accepted.

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

Students
- can use national and international information sources in planning their bachelor’s thesis
- can use applicable information critically
- know copyrights and respect them
- can consider research-related and field-specific ethical principles
- can select and define a working life oriented thesis topic which supports their learning
- can make a thesis plan in accordance with TAMK’s thesis guidelines and justify their choices
- know applicable research methods of the field of education
- can choose suitable data collection and analysis methods for the thesis
- know the meaning of evidence-based operation in the field of education

Content (course unit)

Course is accepted when at least thesis plan and thesis contract or permit are accepted.

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

Students
- can use national and international information sources in planning their bachelor’s thesis
- can use applicable information critically
- know copyrights and respect them
- can consider research-related and field-specific ethical principles
- can select and define a working life oriented thesis topic which supports their learning
- can make a thesis plan in accordance with TAMK’s thesis guidelines and justify their choices
- know applicable research methods of the field of education
- can choose suitable data collection and analysis methods for the thesis
- know the meaning of evidence-based operation in the field of education

Content (course unit)

Course is accepted when at least thesis plan and thesis contract or permit are accepted.

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

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

Content (course unit)

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

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

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

Content (course unit)

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

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

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

Content (course unit)

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

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

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

Content (course unit)

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

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

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

Content (course unit)

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

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

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

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

Content (course unit)

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

Assessment criteria, pass/fail (course unit)

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

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

Assessment scale

0-5

Objectives (course unit)

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

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

Content (course unit)

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

Assessment criteria, pass/fail (course unit)

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

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

Assessment scale

0-5

Objectives (course unit)

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

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

Content (course unit)

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

Assessment criteria, pass/fail (course unit)

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

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

Assessment scale

Pass/Fail

Objectives (course unit)

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

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

Content (course unit)

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

Assessment criteria, pass/fail (course unit)

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

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

Assessment scale

Pass/Fail

Objectives (course unit)

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

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

Content (course unit)

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

Assessment criteria, pass/fail (course unit)

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

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

Assessment scale

0-5

Objectives (course unit)

The students learn the basics of site and civil engineering surveying techniques and surveying tasks. They learn about maps and coordinate and elevation systems and can manage the simplest geodetic calculation works. During the course the students learn how to handle the normal geodetic surveying instruments and also carry out exercises with them. The main surveying tasks are levelling works and working with total station.

Content (course unit)

Surveying concepts, angle units, coordinates, maps, coordinate and elevation systems the basics of geodetic calculations, planimeter, level and levelling, total station and working with it.

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

The student knows well the following areas and is able to demonstrate his / her skills in the test session; national geodetic coordinate and altitude systems (both new and old), angular units used for surveying, and angular and distance measurement methods, as well as common geodetic calculations, leveling tasks and leveling calculations.
He/ she knows how to use a planimeter, a leveling device and a tachymeter.
Skills shortcomings in the above areas are allowed, but one third of the areas mentioned must be mastered in order to complete the course.

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

The student knows well the following areas and is able to demonstrate his / her skills in the test session; national geodetic coordinate and altitude systems (both new and old), angular units used for surveying, and angular and distance measurement methods, as well as common geodetic calculations, leveling tasks and leveling calculations.
He/ she knows how to use a planimeter, a leveling device and a tachymeter.
Some shortcomings in the abovementioned areas are allowed.

Assessment criteria, excellent (5) (course unit)

The student knows well the following areas and is able to demonstrate his / her skills in the test session; national geodetic coordinate and altitude systems (both new and old), angular units used for surveying, and angular and distance measurement methods, as well as common geodetic calculations, leveling tasks and leveling calculations.
He/ she knows how to use a planimeter, a leveling device and a tachymeter.
He/ she will also be able to apply the above mentioned areas to construction tasks.

Assessment scale

0-5

Objectives (course unit)

The students learn the basics of site and civil engineering surveying techniques and surveying tasks. They learn about maps and coordinate and elevation systems and can manage the simplest geodetic calculation works. During the course the students learn how to handle the normal geodetic surveying instruments and also carry out exercises with them. The main surveying tasks are levelling works and working with total station.

Content (course unit)

Surveying concepts, angle units, coordinates, maps, coordinate and elevation systems the basics of geodetic calculations, planimeter, level and levelling, total station and working with it.

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

The student knows well the following areas and is able to demonstrate his / her skills in the test session; national geodetic coordinate and altitude systems (both new and old), angular units used for surveying, and angular and distance measurement methods, as well as common geodetic calculations, leveling tasks and leveling calculations.
He/ she knows how to use a planimeter, a leveling device and a tachymeter.
Skills shortcomings in the above areas are allowed, but one third of the areas mentioned must be mastered in order to complete the course.

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

The student knows well the following areas and is able to demonstrate his / her skills in the test session; national geodetic coordinate and altitude systems (both new and old), angular units used for surveying, and angular and distance measurement methods, as well as common geodetic calculations, leveling tasks and leveling calculations.
He/ she knows how to use a planimeter, a leveling device and a tachymeter.
Some shortcomings in the abovementioned areas are allowed.

Assessment criteria, excellent (5) (course unit)

The student knows well the following areas and is able to demonstrate his / her skills in the test session; national geodetic coordinate and altitude systems (both new and old), angular units used for surveying, and angular and distance measurement methods, as well as common geodetic calculations, leveling tasks and leveling calculations.
He/ she knows how to use a planimeter, a leveling device and a tachymeter.
He/ she will also be able to apply the above mentioned areas to construction tasks.

Assessment scale

0-5

Objectives (course unit)

The students learn the basics of site and civil engineering surveying techniques and surveying tasks. They learn about maps and coordinate and elevation systems and can manage the simplest geodetic calculation works. During the course the students learn how to handle the normal geodetic surveying instruments and also carry out exercises with them. The main surveying tasks are levelling works and working with total station.

Content (course unit)

Surveying concepts, angle units, coordinates, maps, coordinate and elevation systems the basics of geodetic calculations, planimeter, level and levelling, total station and working with it.

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

The student knows well the following areas and is able to demonstrate his / her skills in the test session; national geodetic coordinate and altitude systems (both new and old), angular units used for surveying, and angular and distance measurement methods, as well as common geodetic calculations, leveling tasks and leveling calculations.
He/ she knows how to use a planimeter, a leveling device and a tachymeter.
Skills shortcomings in the above areas are allowed, but one third of the areas mentioned must be mastered in order to complete the course.

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

The student knows well the following areas and is able to demonstrate his / her skills in the test session; national geodetic coordinate and altitude systems (both new and old), angular units used for surveying, and angular and distance measurement methods, as well as common geodetic calculations, leveling tasks and leveling calculations.
He/ she knows how to use a planimeter, a leveling device and a tachymeter.
Some shortcomings in the abovementioned areas are allowed.

Assessment criteria, excellent (5) (course unit)

The student knows well the following areas and is able to demonstrate his / her skills in the test session; national geodetic coordinate and altitude systems (both new and old), angular units used for surveying, and angular and distance measurement methods, as well as common geodetic calculations, leveling tasks and leveling calculations.
He/ she knows how to use a planimeter, a leveling device and a tachymeter.
He/ she will also be able to apply the above mentioned areas to construction tasks.

Assessment scale

0-5

Objectives (course unit)

The students learn the basics of site and civil engineering surveying techniques and surveying tasks. They learn about maps and coordinate and elevation systems and can manage the simplest geodetic calculation works. During the course the students learn how to handle the normal geodetic surveying instruments and also carry out exercises with them. The main surveying tasks are levelling works and working with total station.

Content (course unit)

Surveying concepts, angle units, coordinates, maps, coordinate and elevation systems the basics of geodetic calculations, planimeter, level and levelling, total station and working with it.

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

The student knows well the following areas and is able to demonstrate his / her skills in the test session; national geodetic coordinate and altitude systems (both new and old), angular units used for surveying, and angular and distance measurement methods, as well as common geodetic calculations, leveling tasks and leveling calculations.
He/ she knows how to use a planimeter, a leveling device and a tachymeter.
Skills shortcomings in the above areas are allowed, but one third of the areas mentioned must be mastered in order to complete the course.

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

The student knows well the following areas and is able to demonstrate his / her skills in the test session; national geodetic coordinate and altitude systems (both new and old), angular units used for surveying, and angular and distance measurement methods, as well as common geodetic calculations, leveling tasks and leveling calculations.
He/ she knows how to use a planimeter, a leveling device and a tachymeter.
Some shortcomings in the abovementioned areas are allowed.

Assessment criteria, excellent (5) (course unit)

The student knows well the following areas and is able to demonstrate his / her skills in the test session; national geodetic coordinate and altitude systems (both new and old), angular units used for surveying, and angular and distance measurement methods, as well as common geodetic calculations, leveling tasks and leveling calculations.
He/ she knows how to use a planimeter, a leveling device and a tachymeter.
He/ she will also be able to apply the above mentioned areas to construction tasks.

Assessment scale

0-5

Objectives (course unit)

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

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

Content (course unit)

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

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

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

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

Content (course unit)

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

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

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

Content (course unit)

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

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

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

Content (course unit)

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

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

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

Content (course unit)

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

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

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

Content (course unit)

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

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

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

Content (course unit)

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

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

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

Content (course unit)

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

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

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

Content (course unit)

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

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

After completing the course, the student is able to dimension conventional wooden structures (detached house, hall), the stiffening of a wooden frame and is able to anticipate the stresses and dimensioning criteria that have a central impact on the dimensioning of wooden structures. The student knows the structural principles of the most common wooden apartment building systems. The student understands the effect of different manufacturing methods on sizing estimates and is able to interpret structural plans dealing with wooden structures.

After completing the course, the student is able to design the most typical steel structures (columns, beams, trusses, joints, joints). The course focuses on the structures of cross-sectional classes 1-3. After completing the course, the student is able to choose a suitable structural system and stiffening of the frame.
The student is able to determine the natural loads according to the Euronorms, use them in the dimensioning of structural parts and joints and perform the dimensioning and the selection of structural types so that the structures are designed to be economical to manufacture and implement.

Content (course unit)

Properties and use of basic wood materials (lumber, glulam, veneer, plywood). Design principles for wooden structures in detached houses and halls, as well as total stiffening principles for the most common structures and joints. Systems in use in Finnish industrial wood element production and their applications. Main principles of fire sizing.

General design criteria for steel structures.
Dimensioning of key components: dimensioning of drawn and bent steel structure (ties, beams), dimensioning of pressed and bent steel structure (columns), dimensioning of steel truss. Operating principles and dimensioning of joints in steel structures (welded and bolted joints). Dimensioning with the limit state dimensioning method EC3: building frame assembly. Loads of the perimeter assembly with the perimeter program.

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

The student knows the most common structures of Finnish wood construction and their construction methods.
The student can prepare drawings of the most typical exterior wall, top and bottom base structures and detail connections by applying construction drawing instructions. Can draw up a frame diagram and structural technical general section.

Content (course unit)

Legislation and construction regulations regarding wood construction.
Engineered wood products and wood materials used.
Typical structures and frame systems.
Related structures.
Wooden frame building types (apartment building, single-family house, terraced house, wooden apartment building, public buildings, warehouse buildings).
Physical properties of wooden structures.

Exam schedules

For the course, no exam is taken.

Assessment methods and criteria

The grade consists of exercise and seminar work. Assignments must be returned according to the course schedule and late work will not be accepted.

Assessment scale

0-5

Teaching methods

Activating contact/hybrid lecture, independent study, exercise, seminar work.

Learning materials

Material to be shared in Moodle:
- Lecture materials

Student workload

Lectures 42 h
Exercise 32 h
Seminar work 16 h
Own study 6 h

Content scheduling

Timber construction in Finland, general
Building legislation, building permit
Timber materials and connectors
Drawings
Timber structures and connections in general, frame structures
Detached houses, terraced houses
Glulam frames and timber roof elements
Public timber buildings
Timber multistorey buildings
Timber elements

Practical training and working life cooperation

The students study the most essential aspects of the design, manufacture and construction site implementation of timber structures in terms of practical working life skills required of a civil engineer and architect. The lecturer has close contact with working life in the construction industry with regard to timber structures. Possible excursion for a timber construction site.

International connections

The course is lectured in English.

Objectives (course unit)

The student knows the most common structures of Finnish wood construction and their construction methods.
The student can prepare drawings of the most typical exterior wall, top and bottom base structures and detail connections by applying construction drawing instructions. Can draw up a frame diagram and structural technical general section.

Content (course unit)

Legislation and construction regulations regarding wood construction.
Engineered wood products and wood materials used.
Typical structures and frame systems.
Related structures.
Wooden frame building types (apartment building, single-family house, terraced house, wooden apartment building, public buildings, warehouse buildings).
Physical properties of wooden structures.

Exam schedules

For the course, no exam is taken.

Assessment methods and criteria

The grade consists of exercise and seminar work. Assignments must be returned according to the course schedule and late work will not be accepted.

Assessment scale

0-5

Teaching methods

Activating contact/hybrid lecture, independent study, exercise, seminar work.

Learning materials

Material to be shared in Moodle:
- Lecture materials

Student workload

Lectures 42 h
Exercise 32 h
Seminar work 16 h
Own study 6 h

Content scheduling

Timber construction in Finland, general
Building legislation, building permit
Timber materials and connectors
Drawings
Timber structures and connections in general, frame structures
Detached houses, terraced houses
Glulam frames and timber roof elements
Public timber buildings
Timber multistorey buildings
Timber elements

Practical training and working life cooperation

The students study the most essential aspects of the design, manufacture and construction site implementation of timber structures in terms of practical working life skills required of a civil engineer and architect. The lecturer has close contact with working life in the construction industry with regard to timber structures. Possible excursion for a timber construction site.

International connections

The course is lectured in English.