Study Guide

Assessment scale

0-5

Objectives (course unit)

The student knows:
- the general structure and functions of the process automation system
- system functionality and interfaces to other production systems
- Automation language used by one automation system

Content (course unit)

Functional components of the automation system. General structure of automation system. Field device connection to the system. Automation Language.

Assessment scale

0-5

Location and time

Teaching classes as presented in time schedule

Exam schedules

The exam is informed in the beginning of the course. The failed course can be compensated by passing a new exam.

Assessment methods and criteria

Student performance assessment is based on completed excercises and a passed exam.

Assessment scale

0-5

Teaching methods

Contact and distance teaching and excercises.

Learning materials

Lectures, notes made by a student, other referred material by a lecturer.

Student workload

The total working hours for passing the course is 81hours (3 cp x 27 h). Distance teaching is 14*2 = 28 h and a student has to reserve about 53 hours for self-learning.

Content scheduling

The course contains distance teaching on a weekly basis. The more detailed course structure is treated in the first class and it will be available in the course information on Moodle afterwards.

Completion alternatives

None.

Practical training and working life cooperation

None.

International connections

The course involves no travelling abroad

Further information

Student performance assessment is based on completed excercises and a passed exam.

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

The student performance does not exceed the minimum level.
(Student performance assessment procedure is introduced in the beginning of the course.)

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

The student performance is within the limits for the grade 1-2.
(Student performance assessment procedure is introduced in the beginning of the course.)

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

The student performance is within the limits for the grade 3-4.
(Student performance assessment procedure is introduced in the beginning of the course.)

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

The student performance is within the limits for the grade 5.
(Student performance assessment procedure is introduced in the beginning of the course.)

Objectives (course unit)

Student:
- can design and program the interfaces of automation equipment and systems
- is able to establish a connection between the automation system and the user interface using a standard integration method
- Understand the basics of usability and apply them in the design of user interfaces

Content (course unit)

The course introduces 1-2 control products to implement the automation system interface. The integration of the user interface into the system utilizes both manufacturer-specific and standard (eg OPC) methods. The focus is on user interface implementation techniques, integration methods and usability.

Assessment scale

0-5

Objectives (course unit)

The students have an understanding of
- the basic construction of a computer
- the significance of operating systems
- security technology for computers
- embedded systems and the principles of programming them
- the principle of real time operating systems
- cloud services.

Content (course unit)

The working principle of a computer, memories and their usage. Peripheral devices, different operating systems, their functions and differences, antivirus software, firewalls. Examples of embedded systems, the principle of real time operating systems , cloud services.

Assessment scale

0-5

Objectives (course unit)

The students have an understanding of
- the basic construction of a computer
- the significance of operating systems
- security technology for computers
- embedded systems and the principles of programming them
- the principle of real time operating systems
- cloud services.

Content (course unit)

The working principle of a computer, memories and their usage. Peripheral devices, different operating systems, their functions and differences, antivirus software, firewalls. Examples of embedded systems, the principle of real time operating systems , cloud services.

Assessment scale

0-5

Objectives (course unit)

The students have an understanding of
- the basic construction of a computer
- the significance of operating systems
- security technology for computers
- embedded systems and the principles of programming them
- the principle of real time operating systems
- cloud services.

Content (course unit)

The working principle of a computer, memories and their usage. Peripheral devices, different operating systems, their functions and differences, antivirus software, firewalls. Examples of embedded systems, the principle of real time operating systems , cloud services.

Assessment scale

0-5

Assessment scale

0-5

Assessment scale

0-5

Objectives (course unit)

Student is able to
- learn the basics of measuring technology, process instrumentation, automatic control engineering and binary controls
- become acquainted with the automatic systems of process industry.

Content (course unit)

Basic measuring of industry. Process and instrumentation chart. Structure of control-lers and control circuits. Binary by-passes and their standard descriptions. Tele-communication and buses. Automation systems and Programmable control systems.

Prerequisites (course unit)

Basics of Electrical Engineering or similar skills.

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

The student recognizes automation used in industry and related work tasks. He / she will master the basic concepts in the following areas:
- Measurement Technology
- process instrumentation
- Control Engineering
- control technology
- Automation Systems

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

In addition to the above, he is able to design basic implementations of the above mentioned areas.

Assessment criteria, excellent (5) (course unit)

In addition to the above, he will be able to apply the techniques of the mentioned areas to various implementations.

Assessment scale

0-5

Student workload

-

Objectives (course unit)

Student is able to
- learn the basics of measuring technology, process instrumentation, automatic control engineering and binary controls
- become acquainted with the automatic systems of process industry.

Content (course unit)

Basic measuring of industry. Process and instrumentation chart. Structure of control-lers and control circuits. Binary by-passes and their standard descriptions. Tele-communication and buses. Automation systems and Programmable control systems.

Prerequisites (course unit)

Basics of Electrical Engineering or similar skills.

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

The student recognizes automation used in industry and related work tasks. He / she will master the basic concepts in the following areas:
- Measurement Technology
- process instrumentation
- Control Engineering
- control technology
- Automation Systems

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

In addition to the above, he is able to design basic implementations of the above mentioned areas.

Assessment criteria, excellent (5) (course unit)

In addition to the above, he will be able to apply the techniques of the mentioned areas to various implementations.

Assessment scale

0-5

Objectives (course unit)

Student is able to
- learn the basics of measuring technology, process instrumentation, automatic control engineering and binary controls
- become acquainted with the automatic systems of process industry.

Content (course unit)

Basic measuring of industry. Process and instrumentation chart. Structure of control-lers and control circuits. Binary by-passes and their standard descriptions. Tele-communication and buses. Automation systems and Programmable control systems.

Prerequisites (course unit)

Basics of Electrical Engineering or similar skills.

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

The student recognizes automation used in industry and related work tasks. He / she will master the basic concepts in the following areas:
- Measurement Technology
- process instrumentation
- Control Engineering
- control technology
- Automation Systems

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

In addition to the above, he is able to design basic implementations of the above mentioned areas.

Assessment criteria, excellent (5) (course unit)

In addition to the above, he will be able to apply the techniques of the mentioned areas to various implementations.

Assessment scale

0-5

Student workload

-

Objectives (course unit)

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

Content (course unit)

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

Prerequisites (course unit)

Orientation for Engineering Mathematics and Functions and Matrices or similar skills

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

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

Content (course unit)

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

Prerequisites (course unit)

Orientation for Engineering Mathematics and Functions and Matrices or similar skills

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

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

Content (course unit)

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

Prerequisites (course unit)

Upper secondary school English

Further information (course unit)

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

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

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

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

Content (course unit)

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

Prerequisites (course unit)

Upper secondary school English

Further information (course unit)

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

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

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Location and time

According to the schedule on Pakki

Exam schedules

There is no exam but active participation is obligatory assignments is required.

Assessment methods and criteria

Evaluation is based on the required assignments during the course. Assignments include e.g. a presentation and a creative essay.

Failing to attend enough classes may affect your grade.

Assessment scale

0-5

Teaching methods

Contact teaching on-campus according to the schedule on Pakki.
Teaching on Teams if necessary
Independent work
Pair and group work
Presentations
Reading, writing, speaking, interacting

Learning materials

All material can be found on Moodle.

Student workload

Contact teaching on campus
Independent work at home
Scheduled assignments

Content scheduling

3rd period: telling about yourself, small talk, travel, grammar
4th period: presentation and dicussion practice, field of study, grammar

Completion alternatives

None

Practical training and working life cooperation

None

International connections

None

Further information

You need sufficient skills in Finnish in order to attend this course.
Mandatory participation on 80% of the classes.

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

The student fails to meet the criteria for the grade 1.

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

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

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

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

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

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

Objectives (course unit)

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

Content (course unit)

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

Prerequisites (course unit)

Orientation for engineering mathematics or similar skills.

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

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

Content (course unit)

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

Prerequisites (course unit)

Orientation for engineering mathematics or similar skills.

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

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

Content (course unit)

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

Prerequisites (course unit)

Basics of Measuring and Reporting

Further information (course unit)

Alternative ways for project learning implementations

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment criteria, pass/fail (course unit)

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

Assessment scale

0-5

Objectives (course unit)

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

Content (course unit)

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

Prerequisites (course unit)

Basics of Measuring and Reporting

Further information (course unit)

Alternative ways for project learning implementations

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment criteria, pass/fail (course unit)

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

Assessment scale

0-5

Objectives (course unit)

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

Content (course unit)

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

Prerequisites (course unit)

Basics of Measuring and Reporting

Further information (course unit)

Alternative ways for project learning implementations

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment criteria, pass/fail (course unit)

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

Assessment scale

0-5

Objectives (course unit)

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

Content (course unit)

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

Prerequisites (course unit)

Orientation for engineering mathematics or similar skills.

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

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

Content (course unit)

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

Prerequisites (course unit)

Orientation for engineering mathematics or similar skills.

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

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

Content (course unit)

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

Prerequisites (course unit)

Comprehensive school Swedish

Further information (course unit)

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

Assessment scale

Pass/Fail

Objectives (course unit)

The student knows:
- Network requirements and connection conditions for decentralized electricity production
- Design and installation requirements as well as electrical safety characteristics
- Functional characteristics of parallel and island operations

The student can
- Explains the concept of electromagnetic energy and knows the effect of wavelength on the energy content of radiation. As a result, the student knows the energy content and wavelength distribution of solar radiation entering the Earth's atmosphere.
- Explains the effects of solar radiation on a semiconductor and is able to outline the principle of a conventional semiconductor solar cell. In addition, the student can explain the effects of radiation intensity and temperature on the operation of a solar cell.
- Evaluate the daily, monthly and yearly energy production of a solar power plant using the tools presented during the course.
- Explains the forces that influence the air currents and can justify the direction in which the wind orbits the low and high pressure centers around the globe.
- Explains the concept of wind power and recognizes the cubic effect of wind speed.
- Explains the force effects on the rotating blade of a wind turbine and can be used to justify the most important factors in blade design. With the help of the blade design understanding, the student can also explain the power control methods of a wind turbine.
- Explain the role different generator types play in different wind turbine concepts. The student is able to explain why the use of a short circuit machine leads to a constant speed concept and why the most popular wind turbine concept today uses a double-fed induction machine.
- Evaluate wind power production using the tools presented in this course.

Content (course unit)

- Photovoltaic (pv) energy system: scientific foundation, operation of power plant and affecting factors, energy and power estimations, energy policy
- Wind power (pv) energy system: scientific foundation, operation of power plant and affecting factors, energy and power estimations, energy policy

Network requirements and connection conditions (PJ / KJ networks) for distributed generation. Design and installation requirements as well as electrical safety features. Network effects and failures. Breast and island use.

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

The student is able to explain the basic operation of a photovoltaic power plant and a wind power plant and has an understanding of the factors that affect their operation.

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

The student is able to explain the basic operation of a photovoltaic power plant and a wind power plant and has an understanding of the factors that affect their operation. The student also knows the network requirements and connection conditions for decentralized electricity generation.

Assessment criteria, excellent (5) (course unit)

The student is familiar with the network requirements and connection conditions for distributed electricity generation. He understands the design and installation requirements of power plants and the related special features of electrical safety. The student has a strong holistic understanding of photovoltaic and wind power technologies.

Assessment scale

0-5

Objectives (course unit)

Familiarizing to the usual work tasks, occupational safety and different practices in the workplace.

Students get an insight into the operation, organization and job requirements of an electrical company by taking part in an internship appropriate to their competence.

Content (course unit)

The student will work in the placement he / she has acquired for at least 3 weeks. Traineeships should be industry-specific, but at least technical. Practice 1 is general practice.

Assessment criteria, pass/fail (course unit)

The student has achieved the goals set by himself / herself for the training period and pre-approved by the training supervisor. As evidence of this, the student has returned the required documents within the deadline given to the tutor.

Assessment scale

Pass/Fail

Objectives (course unit)

A student learns to know the organization and different functions of a company in a field of electrical engineering by making some job in it.

Content (course unit)

4 weeks industrial training

Assessment scale

Pass/Fail

Objectives (course unit)

Get deeper into the usual work tasks, occupational safety and different practices in the workplace.

The student understands the principles of the electrical company, the structure of the organization and the requirements of the work in the field by participating in a practical assignment in the competence of the company.

Objectives set by the student for his / her training period and approved by the training supervisor. The goals are derived from the student's own starting point and are formed according to the professional growth process planned for him / her.

Content (course unit)

The student works in his / her own professional field as part of the work community for at least 4 weeks. The traineeship must be clearly related to the field and the field of work. Jobs in other fields are not accepted for internships.

Assessment scale

0-5

Objectives (course unit)

Get deeper into the usual work tasks, occupational safety and different practices in the workplace.

The student understands the principles of the electrical company, the structure of the organization and the requirements of the work in the field by participating in a practical assignment in the competence of the company.

Objectives set by the student for his / her training period and approved by the training supervisor. The goals are derived from the student's own starting point and are formed according to the professional growth process planned for him / her.

Content (course unit)

The student works in his / her own professional field as part of the work community for at least 4 weeks. The traineeship must be clearly related to the field and the field of work. Jobs in other fields are not accepted for internships.

Assessment scale

0-5

Objectives (course unit)

Get deeper into the usual work tasks, occupational safety and different practices in the workplace.

The student understands the principles of the electrical company, the structure of the organization and the requirements of the work in the field by participating in a practical assignment in the competence of the company.

Objectives set by the student for his / her training period and approved by the training supervisor. The goals are derived from the student's own starting point and are formed according to the professional growth process planned for him / her.

Content (course unit)

The student works in his / her own professional field as part of the work community for at least 4 weeks. The traineeship must be clearly related to the field and the field of work. Jobs in other fields are not accepted for internships.

Assessment scale

Pass/Fail

Objectives (course unit)

Get deeper into the usual work tasks, occupational safety and different practices in the workplace.

The student develops his / her professional sector-specific skills by taking part in an internship assignment suitable for the company.

Content (course unit)

The student works in his / her own professional field as part of the work community for at least 4 weeks. The traineeship must be clearly related to the field and the field of work. Jobs in other fields are not accepted for internships.

Assessment scale

Pass/Fail

Objectives (course unit)

Get deeper into the usual work tasks, occupational safety and different practices in the workplace.

The student develops his / her professional sector-specific skills by taking part in an internship assignment suitable for the company.

Content (course unit)

The student works in his / her own professional field as part of the work community for at least 4 weeks. The traineeship must be clearly related to the field and the field of work. Jobs in other fields are not accepted for internships.

Assessment scale

0-5

Objectives (course unit)

Get deeper into the usual work tasks, occupational safety and different practices in the workplace.

The student develops his / her professional sector-specific skills by taking part in an internship assignment suitable for the company.

Content (course unit)

The student works in his / her own professional field as part of the work community for at least 4 weeks. The traineeship must be clearly related to the field and the field of work. Jobs in other fields are not accepted for internships.

Assessment scale

Pass/Fail

Objectives (course unit)

Students become familiar with the tasks in their field and learn new things compared to previous internships. In addition, the aim is to combine theory and practice with a realistic view of industry requirements and practices.

Objectives set by the student for his / her training period and approved by the training supervisor. The goals are derived from the student's own starting point and are formed according to the professional growth process planned for him / her.

Content (course unit)

The student will work as a trainee in the field for at least 8 weeks, completing the learning tasks agreed upon at the beginning of the training. The student will be familiar with at least the organizational structure, quality system, management procedures, stakeholders, industry regulations and operational processes. Internship 4 must be sector-specific internship and the goal is for the student to internship. Other fields or jobs are not accepted as a basis for internships.

Assessment scale

0-5

Objectives (course unit)

Students become familiar with the tasks in their field and learn new things compared to previous internships. In addition, the aim is to combine theory and practice with a realistic view of industry requirements and practices.

Objectives set by the student for his / her training period and approved by the training supervisor. The goals are derived from the student's own starting point and are formed according to the professional growth process planned for him / her.

Content (course unit)

The student will work as a trainee in the field for at least 8 weeks, completing the learning tasks agreed upon at the beginning of the training. The student will be familiar with at least the organizational structure, quality system, management procedures, stakeholders, industry regulations and operational processes. Internship 4 must be sector-specific internship and the goal is for the student to internship. Other fields or jobs are not accepted as a basis for internships.

Assessment scale

0-5

Objectives (course unit)

Student is able
-to operate with mathematical expressions related to technology
- to solve basic equations
-to formulate the mathematical model and solve the equations

Content (course unit)

Mathematical Notations, Unit Conversations. Mathematical Expressions. Solving Linear, Quadratic and Pair of equations. Percentages. Solving Right Triangle.

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

Student understands how to handle basic mathematical expressions and equations. He/She is able to solve simple applications that are similar to the problems solved during the course. Student takes care of his/her own studies and can cope with exercises with some help from the group.

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

The students
- know how to choose and scale a valve suitable for the process
- know and use the most common cables used in process industry
- know hove to choose the most common field and measuring devices so that they meet the specification
- know how to use standards when creating
- are able to standards when creating drawing
- are able to use engineering software to make field plans.

Content (course unit)

Cables used in process industry. Choosing and scaling valves and supplementary apparatus Choosing measuring devices. PSK and SFS standards for drawings.
Available engineering software.

Assessment scale

0-5

Objectives (course unit)

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

Content (course unit)

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

Prerequisites (course unit)

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

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

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

Content (course unit)

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

Prerequisites (course unit)

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

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

In this Study Course, you will learn the most important mathematical methods in terms of theoretical electrical engineering

After the course you
• you can use the Laplace transform and apply it to solving differential equations
• you understand the transfer function in describing the properties of a linear system
• you can represent periodic functions as a Fourier series
• you can interpret the connection between the spectrum of a function and the Fourier coefficients
• you recognize the use of Fourier transform / FFT with tool programs

Content (course unit)

Laplace transform formulas, use of Laplace transforms to solve differential equations, transfer function in describing the properties of linear systems. Representation of periodic functions as Fourier series, spectrum of function, use of computer programs in Fourier transforms/FFT.

Prerequisites (course unit)

Differential Calculus and Integral Calculus or similar skills

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

Student is able to determine simple Laplace transforms with the aid of given formulas and calculator. He/she is able to solve simple applications that are similar to the model problems solved during the course. Student knows how to compute numerically coefficients for the Fourier series of periodical functions. Justification of solutions and using mathematical concepts may still be somewhat vague. Student takes care of his/her own studies and can cope with exercises with some help from the group.

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

In addition, student is able to solve simple linear differential equations using Laplace transform and understands how Fourier series decomposes a periodic function to infinite series of waveforms with different frequencies. Student is also able to explain the methods of her/his solutions. Mathematical notations and concepts are mainly used correctly. Student is able to solve the given exercises independently and also helps other students in the group.

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

In this Study Course, you will learn the most important mathematical methods in terms of theoretical electrical engineering

After the course you
• you can use the Laplace transform and apply it to solving differential equations
• you understand the transfer function in describing the properties of a linear system
• you can represent periodic functions as a Fourier series
• you can interpret the connection between the spectrum of a function and the Fourier coefficients
• you recognize the use of Fourier transform / FFT with tool programs

Content (course unit)

Laplace transform formulas, use of Laplace transforms to solve differential equations, transfer function in describing the properties of linear systems. Representation of periodic functions as Fourier series, spectrum of function, use of computer programs in Fourier transforms/FFT.

Prerequisites (course unit)

Differential Calculus and Integral Calculus or similar skills

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

Student is able to determine simple Laplace transforms with the aid of given formulas and calculator. He/she is able to solve simple applications that are similar to the model problems solved during the course. Student knows how to compute numerically coefficients for the Fourier series of periodical functions. Justification of solutions and using mathematical concepts may still be somewhat vague. Student takes care of his/her own studies and can cope with exercises with some help from the group.

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

In addition, student is able to solve simple linear differential equations using Laplace transform and understands how Fourier series decomposes a periodic function to infinite series of waveforms with different frequencies. Student is also able to explain the methods of her/his solutions. Mathematical notations and concepts are mainly used correctly. Student is able to solve the given exercises independently and also helps other students in the group.

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

In this Study Course, you will learn the most important mathematical methods in terms of theoretical electrical engineering

After the course you
• you can use the Laplace transform and apply it to solving differential equations
• you understand the transfer function in describing the properties of a linear system
• you can represent periodic functions as a Fourier series
• you can interpret the connection between the spectrum of a function and the Fourier coefficients
• you recognize the use of Fourier transform / FFT with tool programs

Content (course unit)

Laplace transform formulas, use of Laplace transforms to solve differential equations, transfer function in describing the properties of linear systems. Representation of periodic functions as Fourier series, spectrum of function, use of computer programs in Fourier transforms/FFT.

Prerequisites (course unit)

Differential Calculus and Integral Calculus or similar skills

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

Student is able to determine simple Laplace transforms with the aid of given formulas and calculator. He/she is able to solve simple applications that are similar to the model problems solved during the course. Student knows how to compute numerically coefficients for the Fourier series of periodical functions. Justification of solutions and using mathematical concepts may still be somewhat vague. Student takes care of his/her own studies and can cope with exercises with some help from the group.

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

In addition, student is able to solve simple linear differential equations using Laplace transform and understands how Fourier series decomposes a periodic function to infinite series of waveforms with different frequencies. Student is also able to explain the methods of her/his solutions. Mathematical notations and concepts are mainly used correctly. Student is able to solve the given exercises independently and also helps other students in the group.

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

The student knows the basic principles and theories of human resource management. They understand the key concepts of work psychology and the differences between work cultures in the international environment. The student understands the connection between the know-how, well-being and performance of the personnel of the industrial unit, eg IoT / Big Data utilization in operational development.
The student is familiar with the company's strategy process and tools and understands the importance of strategy for the company's operations.
The student knows the principles of the work community change process, is able to motivate and reward the employees of the industrial unit in an appropriate way. The student is able to evaluate and develop himself / herself as a supervisor taking into account also sustainable development (social responsibility).
The student is familiar with the core content of the labor legislation of his / her field and is able to draw up an employment contract for an employee of an industrial company. The student is familiar with the different stages and regulations of the recruitment process and the dismissal process.

Content (course unit)

human resource management, strategy process, change management, self-management, motivation, employment law, employment contract

Location and time

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

Exam schedules

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

Assessment methods and criteria

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

Assessment scale

0-5

Teaching methods

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

Learning materials

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

Student workload

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

Content scheduling

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

Completion alternatives

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

Practical training and working life cooperation

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

International connections

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

Further information

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

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

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

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

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

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

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

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

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

Objectives (course unit)

The student knows the basic principles and theories of human resource management. They understand the key concepts of work psychology and the differences between work cultures in the international environment. The student understands the connection between the know-how, well-being and performance of the personnel of the industrial unit, eg IoT / Big Data utilization in operational development.
The student is familiar with the company's strategy process and tools and understands the importance of strategy for the company's operations.
The student knows the principles of the work community change process, is able to motivate and reward the employees of the industrial unit in an appropriate way. The student is able to evaluate and develop himself / herself as a supervisor taking into account also sustainable development (social responsibility).
The student is familiar with the core content of the labor legislation of his / her field and is able to draw up an employment contract for an employee of an industrial company. The student is familiar with the different stages and regulations of the recruitment process and the dismissal process.

Content (course unit)

human resource management, strategy process, change management, self-management, motivation, employment law, employment contract

Location and time

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

Exam schedules

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

Assessment methods and criteria

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

Assessment scale

0-5

Teaching methods

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

Learning materials

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

Student workload

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

Content scheduling

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

Completion alternatives

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

Practical training and working life cooperation

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

International connections

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

Further information

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

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

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

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

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

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

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

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

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

Objectives (course unit)

The student knows the basic principles and theories of human resource management. They understand the key concepts of work psychology and the differences between work cultures in the international environment. The student understands the connection between the know-how, well-being and performance of the personnel of the industrial unit, eg IoT / Big Data utilization in operational development.
The student is familiar with the company's strategy process and tools and understands the importance of strategy for the company's operations.
The student knows the principles of the work community change process, is able to motivate and reward the employees of the industrial unit in an appropriate way. The student is able to evaluate and develop himself / herself as a supervisor taking into account also sustainable development (social responsibility).
The student is familiar with the core content of the labor legislation of his / her field and is able to draw up an employment contract for an employee of an industrial company. The student is familiar with the different stages and regulations of the recruitment process and the dismissal process.

Content (course unit)

human resource management, strategy process, change management, self-management, motivation, employment law, employment contract

Location and time

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

Exam schedules

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

Assessment methods and criteria

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

Assessment scale

0-5

Teaching methods

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

Learning materials

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

Student workload

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

Content scheduling

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

Completion alternatives

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

Practical training and working life cooperation

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

International connections

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

Further information

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

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

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

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

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

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

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

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

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

Assessment scale

0-5

Location and time

Lecture training is organized at TAMK according to the schedule

Exam schedules

Exam is held in moodle

Two re-examinations

Assessment methods and criteria

Module 1: Exam organized in Moodle
Module 2: Evaluation of the final report of the internship and the program code based on the scope and technical implementation. In group work, the self-assessment of the group's students regarding the even distribution of the work is taken into account

Assessment scale

0-5

Teaching methods

Module 1: Lectures, common programming exercises
Module 2: project work, in group or alone from a student selected topic

You can choose either only module 1 (2 op) or additionally module 2 (3 op)

Learning materials

National Instruments Labview documentation and course materials

Student workload

Module 1: Lectures, common programming exercises
Module 2: project work, in group or alone from a student selected topic

You can choose either only module 1 (2 op) or additionally module 2 (3 op)

Content scheduling

Module 1: Lectures, common programming exercises
- In the end, an exam will be organized, which must be completed with approval for the 2op module

Module 2: project work, in group or alone from a student selected topic
- Four voluntary supervised sessions will be organized
- Mandatory mid-term review of practice work at one supervision session
- The return date of the project plan will be specified in the opening lecture
- The return date of the final report will be specified at the commencement lecture

Completion alternatives

No optional execution methods

NI Labview certificates can be accepted as part of module 1

Practical training and working life cooperation

The training work of Module 2 can be carried out in industry if desired

Further information

The topics for the project work must be approved in advance

Objectives (course unit)

The student knows how to
- use jump commands
- use timers
- use counters
- use comparison functions
- use interger and floating point number arithmetic operations
- use file units
- use parameters.

Content (course unit)

Jump commands. Timers and counters and theri connections. Comparison functions for integers and floating point numbers. Arithmetic fort these. Creating file units and transferring information between them and the application. Creating units with parameters and applying them. Exercises.

Prerequisites (course unit)

Basics of programmable logics.

Assessment scale

0-5

Objectives (course unit)

The student knows how to
- use jump commands
- use timers
- use counters
- use comparison functions
- use interger and floating point number arithmetic operations
- use file units
- use parameters.

Content (course unit)

Jump commands. Timers and counters and theri connections. Comparison functions for integers and floating point numbers. Arithmetic fort these. Creating file units and transferring information between them and the application. Creating units with parameters and applying them. Exercises.

Prerequisites (course unit)

Basics of programmable logics.

Assessment scale

0-5

Objectives (course unit)

The students master
- the number systems
- the basic principles of the Boolean algebra
- combination logic, the basic gates and flip-flops
- the basic structures of programmable logics
-the basic programming principles of the programmable logics
- the basic functions of one programmable logic.

Content (course unit)

Number systems, Boolean algebra, logical gates. Structures of programmable logic, capacity, creating a project, basic locks, flip flops, writing a control application, transfer, testing and editing.
Assignments of the above.

Prerequisites (course unit)

None

Assessment scale

0-5

Objectives (course unit)

The students master
- the number systems
- the basic principles of the Boolean algebra
- combination logic, the basic gates and flip-flops
- the basic structures of programmable logics
-the basic programming principles of the programmable logics
- the basic functions of one programmable logic.

Content (course unit)

Number systems, Boolean algebra, logical gates. Structures of programmable logic, capacity, creating a project, basic locks, flip flops, writing a control application, transfer, testing and editing.
Assignments of the above.

Prerequisites (course unit)

None

Assessment scale

0-5

Objectives (course unit)

The student knows
- how to describe heat, fluid and their transfer with physical quantities and their dependencies

The student is able to
- give justifiable solutions to related problems from scientific engineering basis
- describe humidity of air based on known equations

Content (course unit)

humidity, thermal expansion, heat energy, calorimetry, transfer of heat and humidity, diffusion, thermodynamics, fluid mechanics

Prerequisites (course unit)

Mechanics

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

The student knows
- how to describe heat, fluid and their transfer with physical quantities and their dependencies

The student is able to
- give justifiable solutions to related problems from scientific engineering basis
- describe humidity of air based on known equations

Content (course unit)

humidity, thermal expansion, heat energy, calorimetry, transfer of heat and humidity, diffusion, thermodynamics, fluid mechanics

Prerequisites (course unit)

Mechanics

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

The student knows
- how to describe heat, fluid and their transfer with physical quantities and their dependencies

The student is able to
- give justifiable solutions to related problems from scientific engineering basis
- describe humidity of air based on known equations

Content (course unit)

humidity, thermal expansion, heat energy, calorimetry, transfer of heat and humidity, diffusion, thermodynamics, fluid mechanics

Prerequisites (course unit)

Mechanics

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

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

Content (course unit)

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

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment criteria, pass/fail (course unit)

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

Assessment scale

0-5

Objectives (course unit)

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

Content (course unit)

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

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment criteria, pass/fail (course unit)

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

Assessment scale

0-5

Objectives (course unit)

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

Content (course unit)

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

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment criteria, pass/fail (course unit)

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

Assessment scale

0-5

Objectives (course unit)

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

Content (course unit)

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

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment criteria, pass/fail (course unit)

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

Assessment scale

0-5

Objectives (course unit)

The students are able to
- carry out measurements related to industrial measurement and instrumentation systematically and safely
-- calibrate measuring devices and interpret their errors and inaccuracies
- design simple programs for automated devices used in industry
- analyse the results and write reports.

Content (course unit)

The working principles of instrumented devices for measuring, connections and carrying out measurements. Analysing and reporting results.. Laboratory works on the following topics; among others:
measuring devices and regulating elements in processes, calibration of instruments, tuning, computer based measuring and testing systems and their programming, use and programming of programmable logic controls, computer vision, choosing sensors.

Prerequisites (course unit)

1st year studies. Valid first-aid training for electrical accidents. Methods of Measuring in Industry.

Assessment scale

0-5

Objectives (course unit)

Student is able to
- become familliar wit the basic concepts of programming
- learn the basic programming skills.

Content (course unit)

The students learn the basic concepts of programming, algorithms, basic data types, character strings, conditional and repetitive control structures, arrays, subroutines and transmitting parameters and know how to apply programming in practical prob-lem solving. The students gain an overview of a programming project and software engineering.

Assessment scale

0-5

Objectives (course unit)

Student is able to
- become familliar wit the basic concepts of programming
- learn the basic programming skills.

Content (course unit)

The students learn the basic concepts of programming, algorithms, basic data types, character strings, conditional and repetitive control structures, arrays, subroutines and transmitting parameters and know how to apply programming in practical prob-lem solving. The students gain an overview of a programming project and software engineering.

Assessment scale

0-5

Objectives (course unit)

Student is able to
- become familliar wit the basic concepts of programming
- learn the basic programming skills.

Content (course unit)

The students learn the basic concepts of programming, algorithms, basic data types, character strings, conditional and repetitive control structures, arrays, subroutines and transmitting parameters and know how to apply programming in practical prob-lem solving. The students gain an overview of a programming project and software engineering.

Assessment scale

0-5

Objectives (course unit)

By doing his Bachelor's thesis the student shows his/hers specialized professional skills to work as an engineer in practice working life. The Bachelor's thesis is an independent project serving the needs of industry. The student will deepen and unite the knowledge gained in professional and general working life.

Content (course unit)

Processes of making thesis, reports, research method, searching of information.

Prerequisites (course unit)

Professional skills and studies are at adequately level.

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

According to TAMK's the Criteria for Assessing the Thesis.

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

According to TAMK's the Criteria for Assessing the Thesis.

Assessment criteria, excellent (5) (course unit)

According to TAMK's the Criteria for Assessing the Thesis.

Assessment scale

0-5

Objectives (course unit)

By doing his Bachelor's thesis the student shows his/hers specialized professional skills to work as an engineer in practice working life. The Bachelor's thesis is an independent project serving the needs of industry. The student will deepen and unite the knowledge gained in professional and general working life.

Content (course unit)

Processes of making thesis, reports, research method, searching of information.

Prerequisites (course unit)

Professional skills and studies are at adequately level.

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

According to TAMK's the Criteria for Assessing the Thesis.

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

According to TAMK's the Criteria for Assessing the Thesis.

Assessment criteria, excellent (5) (course unit)

According to TAMK's the Criteria for Assessing the Thesis.

Location and time

The schedule is agreed with the supervisor

Assessment methods and criteria

Thesis evaluation and evaluation criteria:
https://intra.tuni.fi/en/studying/studying-0/thesis/thesis-tamk-students-guide#assessment

Assessment scale

0-5

Teaching methods

Independent work, supervision, seminars
more detailed instructions, see: https://intra.tuni.fi/en/studying/studying-0/thesis/thesis-tamk-students-guide

Practical training and working life cooperation

Typically the thesis is done as an assignment from the company

Objectives (course unit)

The student knows
- when Fourier series development is needed in circuit modeling

The student can
- Model symmetric three-phase systems using pointer calculation
- use Fourier analysis to analyze circuits where the source voltages and currents are any periodic function

Content (course unit)

Structure and connections of the symmetric three-phase system, different load situations and the effect of the neutral conductor on the system operation, the power of the three-phase system, single-phase substitution.

Failure situations of symmetric three-phase system and analysis of their continuity state by means of pointer calculation.

Fourier series development in the representation of periodic functions, frequency response and its role in system modeling, calculation of system output by Fourier series and frequency response.

Prerequisites (course unit)

Controlling the contents of the DC and AC Modules and Modeling Circuits.

Assessment scale

0-5

Objectives (course unit)

The student knows
- when Fourier series development is needed in circuit modeling

The student can
- Model symmetric three-phase systems using pointer calculation
- use Fourier analysis to analyze circuits where the source voltages and currents are any periodic function

Content (course unit)

Structure and connections of the symmetric three-phase system, different load situations and the effect of the neutral conductor on the system operation, the power of the three-phase system, single-phase substitution.

Failure situations of symmetric three-phase system and analysis of their continuity state by means of pointer calculation.

Fourier series development in the representation of periodic functions, frequency response and its role in system modeling, calculation of system output by Fourier series and frequency response.

Prerequisites (course unit)

Controlling the contents of the DC and AC Modules and Modeling Circuits.

Assessment scale

0-5

Objectives (course unit)

The students can carry out preliminary project planning and apply their skills in technology in a project which combines several fields of technology. They know different comparison methods for preliminary planning, idea creation and can produce a technical preliminary plan.

Content (course unit)

The preliminary planning of a project begins with a survey which compares various implementation possibilities in order to carry out the project in question. The students produce a literature review and a preliminary project plan, complete with a schedule. The literature review presents existing implementation options, which are related to the project.
The students write a learning diary from the beginning.

Prerequisites (course unit)

5S00BU71 Initiating a Project

Assessment methods and criteria

Reports, portfolios, project results, demonstrations, discussions, peer reviews and evaluations, seminar quality and participation

Assessment scale

0-5

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

Project can be evaluated as failed because of following reasons
- the coach has been responsible for all communication with the client
- project group has not had any documented meetings
- project group has not written a project plan and/or project report
- project group has not evaluated the process and outcome of the project

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

The student recognizes the different areas of the project and the roles of the people involved in the project. The student knows the technical entities and grouping required by the definition. The student is supported in project planning, scheduling and project management. The student is aware of the need for information retrieval.

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

The student knows well the functions related to the project work and performs the tasks independently. The student is able to bring knowledge and skills to his / her own area of expertise to advance the project. The student is able to work well in the group and in the given schedule. Students are able to communicate well in writing and orally, Student can independently search for missing information from different sources.

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

The student is well versed in all aspects of the project and is able to apply their skills to advance the project. The student is able to take responsibility for the management of the project and is active in helping the others in the group. The student is able to communicate in writing and orally fluently, The student is searching for information widely and is able to evaluate its correctness, and is able to make excellent summaries of them.

Objectives (course unit)

The students are able to write product definitions and apply their skills in technology in a project which combines several fields of technology. The students know methods for product definitions and idea creations and can use those to write a technical product definition.

Content (course unit)

A product project starts with initiating the project, where the students set the goals for the project, define the resources and the schedule. The results of the initiation phase are a literature review and a project plan. The literature review presents the existing solutions and implementations of the topic. The project plan lists milestones, their schedules and various resources required for different tasks. The group organises itself.
As working methods, the students read literature about project work, familiarise themselves with project software and any background information and literature of the topic of the project. The group meetings look at the results produced after the previous meetings and agree on further activities. Each member of the group knows what the others are doing and collaborative learning takes place in the sharing of results. The students continue their learning diaries as specified in the previous course.

Further information (course unit)

Completing the course requires the students to work hard and with discipline and take an active part in the different roles of group work.

Assessment scale

0-5

Objectives (course unit)

The students are able to carry out technical designs in their field, choose between various technical options and produce the materials required for implementing and documenting the project. The students can use design software, standards, design protocols and to work as members of a team. They understand the significance of project management, division of labor and scheduling as a part of goal-oriented project work.

Content (course unit)

The planning follows the initiation stage. Typically the planning begins with creating various solutions and choosing the best one to implement. Design tasks are divided into sections: machine design, electric design and automation design. It is important for the group to work together so that every member of the group knows what the others are doing and are able to comment on each others’ work. The work is documented into the learning diary.
The results of the planning phase are drawings and other documentation which enable acquisitions and implementation of the project.

Prerequisites (course unit)

5S00BU71 ja 5S00BU72

Assessment methods and criteria

Reports, portfolios, project results, demonstrations, discussions, peer reviews and evaluations, seminar quality and participation

Assessment scale

0-5

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

Project can be evaluated as failed because of following reasons
- the coach has been responsible for all communication with the client
- project group has not had any documented meetings
- project group has not written a project plan and/or project report
- project group has not evaluated the process and outcome of the proje

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

The student recognizes the different areas of the project and the roles of the people involved in the project. The student knows the technical entities and grouping required by the definition. The student is supported in project planning, scheduling and project management. The student is aware of the need for information retrieval.

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

The student knows well the functions related to the project work and performs the tasks independently. The student is able to bring knowledge and skills to his / her own area of expertise to advance the project. The student is able to work well in the group and in the given schedule. Students are able to communicate well in writing and orally, Student can independently search for missing information from different sources.

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

The student is well versed in all aspects of the project and is able to apply their skills to advance the project. The student is able to take responsibility for the management of the project and is active in helping the others in the group. The student is able to communicate in writing and orally fluently, The student is searching for information widely and is able to evaluate its correctness, and is able to make excellent summaries of them.

Objectives (course unit)

The students learn the significance of testing and commissioning as parts of project implementation and customer delivery. The skills are closely connected to the technical practices of the students’ field of study. The aim is for the students to learn the significance of safety, compliance to demands and life-cycle thinking as parts of project delivery.

Content (course unit)

In the testing and commissioning phase the students test the product and the technology used in its production.
The most important topic of the course is to verify, using various methods, that the project outcome meets the demands set in the specifications reliably, safely and in a sustainable manner. The implementation of a project also includes any documentation, including also possible maintenance instructions and testing documentation.
The result is an operational product which meets the definitions.

Assessment scale

0-5

Objectives (course unit)

The students know how to implement various parts of the project, for example purchasing, scheduling, production and assembly. The skills are closely connected to the technical practices of the students’ field of study. The students can apply their skills in the context of the project.

Content (course unit)

The students implement the project.
The tasks are divided into: purchasing, scheduling and implementation. It is important for the group to work together so that every member of the group knows what the others are doing and are able to comment on each others’ work. The work is documented into the learning diary.
The result of the implementation phase is a realised project.

Prerequisites (course unit)

SB00BU71, SB00BU72, SB00BU73

Assessment methods and criteria

Reports, portfolios, project results, demonstrations, discussions, peer reviews and evaluations, seminar quality and participation

Assessment scale

0-5

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

Project can be evaluated as failed because of following reasons
- the coach has been responsible for all communication with the client
- project group has not had any documented meetings
- project group has not written a project plan and/or project report
- project group has not evaluated the process and outcome of the proje

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

The student recognizes the different areas of the project and the roles of the people involved in the project. The student knows the technical entities and grouping required by the definition. The student is supported in project planning, scheduling and project management. The student is aware of the need for information retrieval.

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

The student knows well the functions related to the project work and performs the tasks independently. The student is able to bring knowledge and skills to his / her own area of expertise to advance the project. The student is able to work well in the group and in the given schedule. Students are able to communicate well in writing and orally, Student can independently search for missing information from different sources.

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

The student is well versed in all aspects of the project and is able to apply their skills to advance the project. The student is able to take responsibility for the management of the project and is active in helping the others in the group. The student is able to communicate in writing and orally fluently, The student is searching for information widely and is able to evaluate its correctness, and is able to make excellent summaries of them.

Assessment scale

0-5

Assessment scale

0-5

Exam schedules

The exam is informed in the beginnig of the course. The failed course can be compensated by passing a new exam.

Assessment methods and criteria

Student performance assessment is based on completed home exercises and a passed exam.

Assessment scale

0-5

Teaching methods

Distance teaching.

Learning materials

Lectures, notes made by a student, other referred material by a lecturer.

Student workload

The total workload of the student is estimated at 135 hours. There are 56 lessons in distance learning, in which case approximately 79 hours must be set aside for independent work.

Content scheduling

The course contains distance teaching nearly on a weekly basis. The more detailed course structure is treated in the first class and it will be available in the course information on Moodle afterwards.

Completion alternatives

None.

Practical training and working life cooperation

Possibly visits to companies, if they can be arranged.

International connections

The course involves no travelling abroad.

Further information

For passing the course, learning by attending distance teaching classes and completing home exercises is emphasized.

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

The student performance does not exceed the minimum level.
(Student performance assessment procedure is introduced in the beginning of the course.)

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

The student performance is within the limits for the grade 1-2.
(Student performance assessment procedure is introduced in the beginning of the course.)

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

The student performance is within the limits for the grade 3-4.
(Student performance assessment procedure is introduced in the beginning of the course.)

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

The student performance reaches the highest grade 5.
(Student performance assessment procedure is introduced in the beginning of the course.)

Objectives (course unit)

The students can explain
- the basic methods of measuring in industry, the equipment used and the special requirements
- sources of error in measuring equipment and accuracy
- principles of calibration and tuning
- principles of transferring and processing measurement signal
- the classification of industrial locations and devices and the choice of equipment according to standards.

Content (course unit)

The basic principles of measurement engineering and estimating reliability. Methods and equipment for measuring temperature, pressure, surface level and flow. Special requirements for hazardous locations.
Principles and features of sampling and filtration.

Assessment scale

0-5

Objectives (course unit)

The students can explain
- the basic methods of measuring in industry, the equipment used and the special requirements
- sources of error in measuring equipment and accuracy
- principles of calibration and tuning
- principles of transferring and processing measurement signal
- the classification of industrial locations and devices and the choice of equipment according to standards.

Content (course unit)

The basic principles of measurement engineering and estimating reliability. Methods and equipment for measuring temperature, pressure, surface level and flow. Special requirements for hazardous locations.
Principles and features of sampling and filtration.

Assessment scale

0-5

Objectives (course unit)

The student knows
- the applications and importance of programming in the field of electrical and automation
- basic components of an embedded system
- principles of designing the connection and interface logic of the microcontroller application

The student can
- implement C / C ++ modular programs
- utilize ready-made sub-software libraries
- implement simple embedded system software
- implements the microcontroller application

Content (course unit)

Programmable applications in the field of electrical and automation. Programming structures: references, program modularization, records, classes and objects. Implementation of C / C ++ software in embedded system. Principles of designing microcontroller application connection and interface logic.

Assessment scale

0-5

Objectives (course unit)

No description in English. The course is for native Finnish speakers only.

Content (course unit)

No description in English. The course is for native Finnish speakers only.

Further information (course unit)

The course is for native Finnish speakers only.

Assessment scale

0-5

Objectives (course unit)

No description in English. The course is for native Finnish speakers only.

Content (course unit)

No description in English. The course is for native Finnish speakers only.

Further information (course unit)

The course is for native Finnish speakers only.

Assessment scale

0-5

Objectives (course unit)

No description in English. The course is for native Finnish speakers only.

Content (course unit)

No description in English. The course is for native Finnish speakers only.

Further information (course unit)

The course is for native Finnish speakers only.

Assessment scale

0-5

Objectives (course unit)

No description in English. This course is for native Finnish speakers only.

Content (course unit)

No description in English. This course is for native Finnish speakers only.

Assessment scale

0-5

Objectives (course unit)

No description in English. This course is for native Finnish speakers only.

Content (course unit)

No description in English. This course is for native Finnish speakers only.

Assessment scale

0-5

Objectives (course unit)

No description in English. This course is for native Finnish speakers only.

Content (course unit)

No description in English. This course is for native Finnish speakers only.

Assessment scale

0-5

Assessment scale

0-5

Assessment scale

0-5

Objectives (course unit)

The student can
- carry out electrical installations of a smaller site, including an electrical plan
- Principles of sizing and selection of electrical equipment
- perform and document safety checks on the device / site
- the essentials of electrical safety
- identify and apply electrical safety requirements in electrical work
- define the responsibilities and obligations associated with the duties of a person responsible for electrical safety

Content (course unit)

Key legislation related to electrical safety and electrical work safety. (STL, VnAs and SFS6002)

Electricity center construction project based on design documentation. Center commissioning inspection.

The basic structure of the building's electrical network and the basics of electrical installation technology: determination of power, sizing of the cable and selection of electrical equipment. Documentation included in the electrical plan of the property.

Prerequisites (course unit)

Content Management of Basic Electrical and Automation Engineering Knowledge

Assessment scale

0-5

Objectives (course unit)

The student can
- carry out electrical installations of a smaller site, including an electrical plan
- Principles of sizing and selection of electrical equipment
- perform and document safety checks on the device / site
- the essentials of electrical safety
- identify and apply electrical safety requirements in electrical work
- define the responsibilities and obligations associated with the duties of a person responsible for electrical safety

Content (course unit)

Key legislation related to electrical safety and electrical work safety. (STL, VnAs and SFS6002)

Electricity center construction project based on design documentation. Center commissioning inspection.

The basic structure of the building's electrical network and the basics of electrical installation technology: determination of power, sizing of the cable and selection of electrical equipment. Documentation included in the electrical plan of the property.

Prerequisites (course unit)

Content Management of Basic Electrical and Automation Engineering Knowledge

Assessment scale

0-5

Objectives (course unit)

The students know
- how to plan and scale the electric network of a small house
- the basic principles of electrical safety
- how to identify and apply electrical safety requirements when carrying out electrical asks
- how to define the responsibilities and requirements related to the tasks of a person in charge of electrical safety.

Content (course unit)

The regulations concerning electrical safety. Using electrical quantities in the network for small houses. Preventing electric shocks in installations, the basic structure of the electrical network in a small house, determining power, the choice and placement of electrical devices. Installations, IP classes, graphic symbols. Labeling of electrical devices.

Assessment scale

0-5

Objectives (course unit)

The student knows:
- the basic components of an electricity system and the principal forms of electricity production
- the most common structures for electricity distribution networks and components for transmission and distribution networks;

The student can:

- the basic principles of the operation of the electricity system
- describe the environmental impact associated with the production and use of electricity

Content (course unit)

Structure of electricity production and consumption, basics of three-phase system, principles and basic components of electricity networks, principles of electrical equipment and management selection. Finnish electricity distribution network, power plant solutions, Nordic power grid system, electricity market, power grid failure types. Advantages and disadvantages of electrical energy. Environmental impacts of production and use. Importance of electricity system for society.

Prerequisites (course unit)

Content management in basic electrical and automation competence

Assessment scale

0-5

Objectives (course unit)

The student knows:
- the basic components of an electricity system and the principal forms of electricity production
- the most common structures for electricity distribution networks and components for transmission and distribution networks;

The student can:

- the basic principles of the operation of the electricity system
- describe the environmental impact associated with the production and use of electricity

Content (course unit)

Structure of electricity production and consumption, basics of three-phase system, principles and basic components of electricity networks, principles of electrical equipment and management selection. Finnish electricity distribution network, power plant solutions, Nordic power grid system, electricity market, power grid failure types. Advantages and disadvantages of electrical energy. Environmental impacts of production and use. Importance of electricity system for society.

Prerequisites (course unit)

Content management in basic electrical and automation competence

Assessment scale

0-5

Objectives (course unit)

The student can
- define the criteria for the operation and maintenance of electrical systems and draw up a plan for maintenance and repair.
- apply current requirements for the modernization of electrical systems built at different times

Content (course unit)

Basics of operation and maintenance of electrical systems. Periodic inspections of electrical equipment and systems, treatment and maintenance programs, condition surveys. Electrical safety requirements for operation, maintenance, repair, alteration and extension work.

Assessment scale

0-5