Study Guide

Objectives (course unit)

This course will provide the student with basic understanding how to utilise modern 3D reality capture technologies and publicly available open geospatial data in Architecture, Engineering and Construction (AEC) related projects. The student will get an overview of point clouds, 3D laser scanning, photogrammetry and drones, scan-to-model processes and the related software tools.

Content (course unit)

The following topics will be covered during the course:
- Coordinate and height systems, traditional surveying methods and equipment,
- Terrestrial laser scanning, workflows and equipment, georeferencing
- Point cloud software and point cloud post-processsing
- 3D data file formats and interoperability
- Scan-to-model workflows and importing point clouds to modeling/engineering software
- Basic principles of photogrammetry
- Camera drones and photogrammetry
- Photogrammetry software
- Open geospatial data, sources and software for processing it

Prerequisites (course unit)

Basic knowledge of surveying, GIS or CAD/BIM software is recommended, but not mandatory.

Further information (course unit)

The teaching include lectures and exercises. Exercises are done both in groups and individually. The exam will be split to five smaller tests during the course. These tests will be arranged in Tabula environment in the beginning of the lectures and their schedule will be informed during the course.

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Exam schedules

The exam will be arranged in the end of the course.

Assessment methods and criteria

Activity and participation in lectures: Obligatory 80 % presence activity.
Assignments shall be submitted by their deadlines. Exceptions accepted only if agreed in advance with teachers.

Credit value 0 - 5 according to the level of competence.
Final grade will be formed as follows:
Exam: 100 %, evaluation 0-5
Assignments: Evaluation Approved/Rejected. By submitting all assignments and getting them approved has +0.5 impact to the final grade.

Assessment scale

0-5

Teaching methods

The teaching includes lectures, exercises and assignments. Exercises and assignments are done both in groups and individually.
Traficom's theory test for drone pilot certification is performed during the course. The certification is one of the course assignments.
The course exam is arranged on Moodle platform in the end of the course.

Learning materials

The study material will be available during the course on the moodle platform.
The self-study material for A1/A3 open category pilot test is provided by Traficom on droneinfo.fi -pages.
Additional recommended literature will be specified during the course.

Student workload

Lectures and exercises,and exam 40 hours.
Self-learning (incl. assignments and preparation for tests, etc.) 41 hours.

Content scheduling

During the third period the emphasis is on lectures and software exercises.
Outdoor exercises are mainly during the fourth period, because of the weather conditions.

Completion alternatives

None.

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

The student can:
- explain the basics of coordinate and height systems
- explain the principles of total station and GNSS based surveying methods
- use terrestrial laser scanner and targets for capturing 3D point cloud
- use a photogrammetric software to create a simple photogrammetric model based on photographs
- plan a photogrammetric drone mission
- download NLS aerial laser scanning data and analyse it with point cloud software

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

In addition to the aforementioned skills the student can:
- select and use appropriate surveying methods for georeferencing 3D point clouds
- select the correct coordinate and height system for georeferencing
- select suitable 3D reality capture tools for different projects
- register 3D point cloud and analyse it
- select appropriate 3D data file format and import the data to engineering/modeling software
- use point cloud data in selected engineering/modeling software
- create a DEM based on NLS open data

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

The student can apply all aforementioned skills & tools
- to merge 3D data from different sources and in different formats & coordinate systems
- to produce accurate 3D reality capture data for design and visualization purposes

Objectives (course unit)

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

Content (course unit)

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

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

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

Content (course unit)

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

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

The student knows the design principles of wood and steel structures as well as the strength properties of wood products and structural steel. The student is able to design and design different types of load-bearing wood and steel structures. He is also able to dimension pressed wood and steel structures against buckling. The student is familiar with different joint solutions and knows the design principles of joints. The student is able to check the suitability of the wood and steel structure in the bending state. The student masters the protection of structures against various environmental and fire loads. The student is able to produce structural drawings of wood and steel structures with CAD software.

Content (course unit)

Design criteria for wood and steel structures. Typical frame and envelope structural solutions. Materials and material properties. Profile types and cross-section categories. Dimensions for bending, sharing and buckling of the compressed structure. Types of joints, dimensioning of joints. Shelf life, exposure classes, fire behavior and protection methods. Serviceability.

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

The student knows the design principles of wood and steel structures as well as the strength properties of wood products and structural steel. The student is able to design and design different types of load-bearing wood and steel structures. He is also able to dimension pressed wood and steel structures against buckling. The student is familiar with different joint solutions and knows the design principles of joints. The student is able to check the suitability of the wood and steel structure in the bending state. The student masters the protection of structures against various environmental and fire loads. The student is able to produce structural drawings of wood and steel structures with CAD software.

Content (course unit)

Design criteria for wood and steel structures. Typical frame and envelope structural solutions. Materials and material properties. Profile types and cross-section categories. Dimensions for bending, sharing and buckling of the compressed structure. Types of joints, dimensioning of joints. Shelf life, exposure classes, fire behavior and protection methods. Serviceability.

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

The student knows the design principles of wood and steel structures as well as the strength properties of wood products and structural steel. The student is able to design and design different types of load-bearing wood and steel structures. He is also able to dimension pressed wood and steel structures against buckling. The student is familiar with different joint solutions and knows the design principles of joints. The student is able to check the suitability of the wood and steel structure in the bending state. The student masters the protection of structures against various environmental and fire loads. The student is able to produce structural drawings of wood and steel structures with CAD software.

Content (course unit)

Design criteria for wood and steel structures. Typical frame and envelope structural solutions. Materials and material properties. Profile types and cross-section categories. Dimensions for bending, sharing and buckling of the compressed structure. Types of joints, dimensioning of joints. Shelf life, exposure classes, fire behavior and protection methods. Serviceability.

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

The main objective of the course is to outline the bridge as part of the traffic lane. Bridge structural design is not part of the course, but knowing the loads, quality requirements and construction methods of bridges provides a good basis for both design and construction work as well as bridge repair work.

The student learns to identify bridge types and knows the appropriate uses for them and is able to evaluate the economic span and construction method for each type. The student becomes familiar with the inspection of bridges, proper research methods and common repair methods.

Content (course unit)

Finnish bridges, loadings of bridges, types of bridges and their adaptation to different conditions, structures of bridges, building materials and functional requirements. Formwork, scaffolding, reinforcement and concreting work for cast-in-place bridges, as well as their quality requirements and methods of building the current pillar. Wood and steel bridges, use of elements in bridge construction.
Bridge Inspection System, Proper Testing Methods and Common Repair Methods.

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

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

Content (course unit)

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

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Assessment scale

0-5

Objectives (course unit)

The student recognizes the materials used in construction and is able to explain the factors affecting their usability. The student is able to list the techniques used to process earth and rock materials and the main characteristics of the most common recycled materials from a construction point of view. The student is able to choose equipment and work techniques suitable for construction work for comparison of alternative solutions. The student is able to explain volume concepts and mass coefficients related to soil structures and apply them in the preparation of a simple mass transfer plan. The student is able to describe the steps involved in conventional construction work. The student is able to define the quality requirements of conventional earth structures and to choose the appropriate methods for quality verification. The student is able to describe and evaluate occupational safety risks and environmental impacts related to the execution of earthworks. The student is able to describe how information modeling can be utilized in construction work.

Content (course unit)

Materials used in construction and their constructional properties. techniques for the production and processing of construction materials. Properties of construction equipment and working techniques. Volumetric concepts and mass coefficients related to soil structures. Construction work stages and quality control methods. Safety and environmental impact of earthworks. Data Modeling Applications in Construction.

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

The student knows the factors affecting the economic, technical and ecological quality of a building's life cycle. He / she knows the main life cycle planning methods and tools and can apply them at different stages of the construction life cycle. The student learns the basics of renovation construction and the main operating methods. He is familiar with the history of buildings and structures so that he can use this information as a starting point for his professional activities. He is familiar with normal damage phenomena as well as hazardous and harmful building materials in the building stock to be repaired. During the course, the student becomes acquainted with conventional repair solutions. He has an overall understanding of the importance of condition assessments and surveys in the acquisition of baseline data for renovation construction.
The main focus of the course is on the building stock of the 20th century.

Students are able to:
- to describe the concepts of economic, technical and ecological sustainability and ways of working towards sustainable solutions
- to define and explain the main phenomena of deterioration of concrete, steel and wood structures
- assess the expected service life of conventional house structures and the impact of different design solutions and conditions on them;
- describe the significance, characteristics and differences of the renovation construction compared to the new construction
- Explains the importance of the maintenance phase of the building and how it works from the perspective of sustainable construction
- describe the principles of the circular economy and their application in construction projects

Content (course unit)

Definition of life cycle technology, life cycle planning methods, life cycle economic calculations, life cycle projects, maintenance and use of buildings, reuse and recycling of building components and materials. Basics of renovation construction and starting points of operations, history of the building stock to be repaired. Key building components and materials in the building stock to be repaired, damage and durability of structures. Basics of fitness assessments and examinations. Asbestos and contaminants.

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

The student knows the factors affecting the economic, technical and ecological quality of a building's life cycle. He / she knows the main life cycle planning methods and tools and can apply them at different stages of the construction life cycle. The student learns the basics of renovation construction and the main operating methods. He is familiar with the history of buildings and structures so that he can use this information as a starting point for his professional activities. He is familiar with normal damage phenomena as well as hazardous and harmful building materials in the building stock to be repaired. During the course, the student becomes acquainted with conventional repair solutions. He has an overall understanding of the importance of condition assessments and surveys in the acquisition of baseline data for renovation construction.
The main focus of the course is on the building stock of the 20th century.

Students are able to:
- to describe the concepts of economic, technical and ecological sustainability and ways of working towards sustainable solutions
- to define and explain the main phenomena of deterioration of concrete, steel and wood structures
- assess the expected service life of conventional house structures and the impact of different design solutions and conditions on them;
- describe the significance, characteristics and differences of the renovation construction compared to the new construction
- Explains the importance of the maintenance phase of the building and how it works from the perspective of sustainable construction
- describe the principles of the circular economy and their application in construction projects

Content (course unit)

Definition of life cycle technology, life cycle planning methods, life cycle economic calculations, life cycle projects, maintenance and use of buildings, reuse and recycling of building components and materials. Basics of renovation construction and starting points of operations, history of the building stock to be repaired. Key building components and materials in the building stock to be repaired, damage and durability of structures. Basics of fitness assessments and examinations. Asbestos and contaminants.

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

The student knows the factors affecting the economic, technical and ecological quality of a building's life cycle. He / she knows the main life cycle planning methods and tools and can apply them at different stages of the construction life cycle. The student learns the basics of renovation construction and the main operating methods. He is familiar with the history of buildings and structures so that he can use this information as a starting point for his professional activities. He is familiar with normal damage phenomena as well as hazardous and harmful building materials in the building stock to be repaired. During the course, the student becomes acquainted with conventional repair solutions. He has an overall understanding of the importance of condition assessments and surveys in the acquisition of baseline data for renovation construction.
The main focus of the course is on the building stock of the 20th century.

Students are able to:
- to describe the concepts of economic, technical and ecological sustainability and ways of working towards sustainable solutions
- to define and explain the main phenomena of deterioration of concrete, steel and wood structures
- assess the expected service life of conventional house structures and the impact of different design solutions and conditions on them;
- describe the significance, characteristics and differences of the renovation construction compared to the new construction
- Explains the importance of the maintenance phase of the building and how it works from the perspective of sustainable construction
- describe the principles of the circular economy and their application in construction projects

Content (course unit)

Definition of life cycle technology, life cycle planning methods, life cycle economic calculations, life cycle projects, maintenance and use of buildings, reuse and recycling of building components and materials. Basics of renovation construction and starting points of operations, history of the building stock to be repaired. Key building components and materials in the building stock to be repaired, damage and durability of structures. Basics of fitness assessments and examinations. Asbestos and contaminants.

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

The student knows the factors affecting the economic, technical and ecological quality of a building's life cycle. He / she knows the main life cycle planning methods and tools and can apply them at different stages of the construction life cycle. The student learns the basics of renovation construction and the main operating methods. He is familiar with the history of buildings and structures so that he can use this information as a starting point for his professional activities. He is familiar with normal damage phenomena as well as hazardous and harmful building materials in the building stock to be repaired. During the course, the student becomes acquainted with conventional repair solutions. He has an overall understanding of the importance of condition assessments and surveys in the acquisition of baseline data for renovation construction.
The main focus of the course is on the building stock of the 20th century.

Students are able to:
- to describe the concepts of economic, technical and ecological sustainability and ways of working towards sustainable solutions
- to define and explain the main phenomena of deterioration of concrete, steel and wood structures
- assess the expected service life of conventional house structures and the impact of different design solutions and conditions on them;
- describe the significance, characteristics and differences of the renovation construction compared to the new construction
- Explains the importance of the maintenance phase of the building and how it works from the perspective of sustainable construction
- describe the principles of the circular economy and their application in construction projects

Content (course unit)

Definition of life cycle technology, life cycle planning methods, life cycle economic calculations, life cycle projects, maintenance and use of buildings, reuse and recycling of building components and materials. Basics of renovation construction and starting points of operations, history of the building stock to be repaired. Key building components and materials in the building stock to be repaired, damage and durability of structures. Basics of fitness assessments and examinations. Asbestos and contaminants.

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

The student knows the factors affecting the economic, technical and ecological quality of a building's life cycle. He / she knows the main life cycle planning methods and tools and can apply them at different stages of the construction life cycle. The student learns the basics of renovation construction and the main operating methods. He is familiar with the history of buildings and structures so that he can use this information as a starting point for his professional activities. He is familiar with normal damage phenomena as well as hazardous and harmful building materials in the building stock to be repaired. During the course, the student becomes acquainted with conventional repair solutions. He has an overall understanding of the importance of condition assessments and surveys in the acquisition of baseline data for renovation construction.
The main focus of the course is on the building stock of the 20th century.

Students are able to:
- to describe the concepts of economic, technical and ecological sustainability and ways of working towards sustainable solutions
- to define and explain the main phenomena of deterioration of concrete, steel and wood structures
- assess the expected service life of conventional house structures and the impact of different design solutions and conditions on them;
- describe the significance, characteristics and differences of the renovation construction compared to the new construction
- Explains the importance of the maintenance phase of the building and how it works from the perspective of sustainable construction
- describe the principles of the circular economy and their application in construction projects

Content (course unit)

Definition of life cycle technology, life cycle planning methods, life cycle economic calculations, life cycle projects, maintenance and use of buildings, reuse and recycling of building components and materials. Basics of renovation construction and starting points of operations, history of the building stock to be repaired. Key building components and materials in the building stock to be repaired, damage and durability of structures. Basics of fitness assessments and examinations. Asbestos and contaminants.

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

The student recognizes the materials used in construction and is able to explain the factors affecting their usability. The student is able to list the techniques used to process earth and rock materials and the main characteristics of the most common recycled materials from a construction point of view. The student is able to choose equipment and work techniques suitable for construction work for comparison of alternative solutions. The student is able to explain volume concepts and mass coefficients related to soil structures and apply them in the preparation of a simple mass transfer plan. The student is able to describe the steps involved in conventional construction work. The student is able to define the quality requirements of conventional earth structures and to choose the appropriate methods for quality verification. The student is able to describe and evaluate occupational safety risks and environmental impacts related to the execution of earthworks. The student is able to describe how information modeling can be utilized in construction work.

Content (course unit)

Materials used in construction and their constructional properties. techniques for the production and processing of construction materials. Properties of construction equipment and working techniques. Volumetric concepts and mass coefficients related to soil structures. Construction work stages and quality control methods. Safety and environmental impact of earthworks. Data Modeling Applications in Construction.

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

The main objective of the course is to outline the bridge as part of the traffic lane. Bridge structural design is not part of the course, but knowing the loads, quality requirements and construction methods of bridges provides a good basis for both design and construction work as well as bridge repair work.

The student learns to identify bridge types and knows the appropriate uses for them and is able to evaluate the economic span and construction method for each type. The student becomes familiar with the inspection of bridges, proper research methods and common repair methods.

Content (course unit)

Finnish bridges, loadings of bridges, types of bridges and their adaptation to different conditions, structures of bridges, building materials and functional requirements. Formwork, scaffolding, reinforcement and concreting work for cast-in-place bridges, as well as their quality requirements and methods of building the current pillar. Wood and steel bridges, use of elements in bridge construction.
Bridge Inspection System, Proper Testing Methods and Common Repair Methods.

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

The student knows the factors affecting the economic, technical and ecological quality of a building's life cycle. He / she knows the main life cycle planning methods and tools and can apply them at different stages of the construction life cycle. The student learns the basics of renovation construction and the main operating methods. He is familiar with the history of buildings and structures so that he can use this information as a starting point for his professional activities. He is familiar with normal damage phenomena as well as hazardous and harmful building materials in the building stock to be repaired. During the course, the student becomes acquainted with conventional repair solutions. He has an overall understanding of the importance of condition assessments and surveys in the acquisition of baseline data for renovation construction.
The main focus of the course is on the building stock of the 20th century.

Students are able to:
- to describe the concepts of economic, technical and ecological sustainability and ways of working towards sustainable solutions
- to define and explain the main phenomena of deterioration of concrete, steel and wood structures
- assess the expected service life of conventional house structures and the impact of different design solutions and conditions on them;
- describe the significance, characteristics and differences of the renovation construction compared to the new construction
- Explains the importance of the maintenance phase of the building and how it works from the perspective of sustainable construction
- describe the principles of the circular economy and their application in construction projects

Content (course unit)

Definition of life cycle technology, life cycle planning methods, life cycle economic calculations, life cycle projects, maintenance and use of buildings, reuse and recycling of building components and materials. Basics of renovation construction and starting points of operations, history of the building stock to be repaired. Key building components and materials in the building stock to be repaired, damage and durability of structures. Basics of fitness assessments and examinations. Asbestos and contaminants.

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

The student knows the factors affecting the economic, technical and ecological quality of a building's life cycle. He / she knows the main life cycle planning methods and tools and can apply them at different stages of the construction life cycle. The student learns the basics of renovation construction and the main operating methods. He is familiar with the history of buildings and structures so that he can use this information as a starting point for his professional activities. He is familiar with normal damage phenomena as well as hazardous and harmful building materials in the building stock to be repaired. During the course, the student becomes acquainted with conventional repair solutions. He has an overall understanding of the importance of condition assessments and surveys in the acquisition of baseline data for renovation construction.
The main focus of the course is on the building stock of the 20th century.

Students are able to:
- to describe the concepts of economic, technical and ecological sustainability and ways of working towards sustainable solutions
- to define and explain the main phenomena of deterioration of concrete, steel and wood structures
- assess the expected service life of conventional house structures and the impact of different design solutions and conditions on them;
- describe the significance, characteristics and differences of the renovation construction compared to the new construction
- Explains the importance of the maintenance phase of the building and how it works from the perspective of sustainable construction
- describe the principles of the circular economy and their application in construction projects

Content (course unit)

Definition of life cycle technology, life cycle planning methods, life cycle economic calculations, life cycle projects, maintenance and use of buildings, reuse and recycling of building components and materials. Basics of renovation construction and starting points of operations, history of the building stock to be repaired. Key building components and materials in the building stock to be repaired, damage and durability of structures. Basics of fitness assessments and examinations. Asbestos and contaminants.

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

The student knows the factors affecting the economic, technical and ecological quality of a building's life cycle. He / she knows the main life cycle planning methods and tools and can apply them at different stages of the construction life cycle. The student learns the basics of renovation construction and the main operating methods. He is familiar with the history of buildings and structures so that he can use this information as a starting point for his professional activities. He is familiar with normal damage phenomena as well as hazardous and harmful building materials in the building stock to be repaired. During the course, the student becomes acquainted with conventional repair solutions. He has an overall understanding of the importance of condition assessments and surveys in the acquisition of baseline data for renovation construction.
The main focus of the course is on the building stock of the 20th century.

Students are able to:
- to describe the concepts of economic, technical and ecological sustainability and ways of working towards sustainable solutions
- to define and explain the main phenomena of deterioration of concrete, steel and wood structures
- assess the expected service life of conventional house structures and the impact of different design solutions and conditions on them;
- describe the significance, characteristics and differences of the renovation construction compared to the new construction
- Explains the importance of the maintenance phase of the building and how it works from the perspective of sustainable construction
- describe the principles of the circular economy and their application in construction projects

Content (course unit)

Definition of life cycle technology, life cycle planning methods, life cycle economic calculations, life cycle projects, maintenance and use of buildings, reuse and recycling of building components and materials. Basics of renovation construction and starting points of operations, history of the building stock to be repaired. Key building components and materials in the building stock to be repaired, damage and durability of structures. Basics of fitness assessments and examinations. Asbestos and contaminants.

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

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

Content (course unit)

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

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

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

Content (course unit)

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

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

This course will provide the student with basic understanding how to utilise modern 3D reality capture technologies and publicly available open geospatial data in Architecture, Engineering and Construction (AEC) related projects. The student will get an overview of point clouds, 3D laser scanning, photogrammetry and drones, scan-to-model processes and the related software tools.

Content (course unit)

The following topics will be covered during the course:
- Coordinate and height systems, traditional surveying methods and equipment,
- Terrestrial laser scanning, workflows and equipment, georeferencing
- Point cloud software and point cloud post-processsing
- 3D data file formats and interoperability
- Scan-to-model workflows and importing point clouds to modeling/engineering software
- Basic principles of photogrammetry
- Camera drones and photogrammetry
- Photogrammetry software
- Open geospatial data, sources and software for processing it

Prerequisites (course unit)

Basic knowledge of surveying, GIS or CAD/BIM software is recommended, but not mandatory.

Further information (course unit)

The teaching include lectures and exercises. Exercises are done both in groups and individually. The exam will be split to five smaller tests during the course. These tests will be arranged in Tabula environment in the beginning of the lectures and their schedule will be informed during the course.

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Exam schedules

The exam will be arranged in the end of the course.

Assessment methods and criteria

Activity and participation in lectures: Obligatory 80 % presence activity.
Assignments shall be submitted by their deadlines. Exceptions accepted only if agreed in advance with teachers.

Credit value 0 - 5 according to the level of competence.
Final grade will be formed as follows:
Exam: 100 %, evaluation 0-5
Assignments: Evaluation Approved/Rejected. By submitting all assignments and getting them approved has +0.5 impact to the final grade.

Assessment scale

0-5

Teaching methods

The teaching includes lectures, exercises and assignments. Exercises and assignments are done both in groups and individually.
Traficom's theory test for drone pilot certification is performed during the course. The certification is one of the course assignments.
The course exam is arranged on Moodle platform in the end of the course.

Learning materials

The study material will be available during the course on the moodle platform.
The self-study material for A1/A3 open category pilot test is provided by Traficom on droneinfo.fi -pages.
Additional recommended literature will be specified during the course.

Student workload

Lectures and exercises,and exam 40 hours.
Self-learning (incl. assignments and preparation for tests, etc.) 41 hours.

Content scheduling

During the third period the emphasis is on lectures and software exercises.
Outdoor exercises are mainly during the fourth period, because of the weather conditions.

Completion alternatives

None.

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

The student can:
- explain the basics of coordinate and height systems
- explain the principles of total station and GNSS based surveying methods
- use terrestrial laser scanner and targets for capturing 3D point cloud
- use a photogrammetric software to create a simple photogrammetric model based on photographs
- plan a photogrammetric drone mission
- download NLS aerial laser scanning data and analyse it with point cloud software

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

In addition to the aforementioned skills the student can:
- select and use appropriate surveying methods for georeferencing 3D point clouds
- select the correct coordinate and height system for georeferencing
- select suitable 3D reality capture tools for different projects
- register 3D point cloud and analyse it
- select appropriate 3D data file format and import the data to engineering/modeling software
- use point cloud data in selected engineering/modeling software
- create a DEM based on NLS open data

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

The student can apply all aforementioned skills & tools
- to merge 3D data from different sources and in different formats & coordinate systems
- to produce accurate 3D reality capture data for design and visualization purposes

Assessment scale

0-5

Objectives (course unit)

The student knows the design principles of wood and steel structures as well as the strength properties of wood products and structural steel. The student is able to design and design different types of load-bearing wood and steel structures. He is also able to dimension pressed wood and steel structures against buckling. The student is familiar with different joint solutions and knows the design principles of joints. The student is able to check the suitability of the wood and steel structure in the bending state. The student masters the protection of structures against various environmental and fire loads. The student is able to produce structural drawings of wood and steel structures with CAD software.

Content (course unit)

Design criteria for wood and steel structures. Typical frame and envelope structural solutions. Materials and material properties. Profile types and cross-section categories. Dimensions for bending, sharing and buckling of the compressed structure. Types of joints, dimensioning of joints. Shelf life, exposure classes, fire behavior and protection methods. Serviceability.

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

The student knows the design principles of wood and steel structures as well as the strength properties of wood products and structural steel. The student is able to design and design different types of load-bearing wood and steel structures. He is also able to dimension pressed wood and steel structures against buckling. The student is familiar with different joint solutions and knows the design principles of joints. The student is able to check the suitability of the wood and steel structure in the bending state. The student masters the protection of structures against various environmental and fire loads. The student is able to produce structural drawings of wood and steel structures with CAD software.

Content (course unit)

Design criteria for wood and steel structures. Typical frame and envelope structural solutions. Materials and material properties. Profile types and cross-section categories. Dimensions for bending, sharing and buckling of the compressed structure. Types of joints, dimensioning of joints. Shelf life, exposure classes, fire behavior and protection methods. Serviceability.

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

The student knows the design principles of wood and steel structures as well as the strength properties of wood products and structural steel. The student is able to design and design different types of load-bearing wood and steel structures. He is also able to dimension pressed wood and steel structures against buckling. The student is familiar with different joint solutions and knows the design principles of joints. The student is able to check the suitability of the wood and steel structure in the bending state. The student masters the protection of structures against various environmental and fire loads. The student is able to produce structural drawings of wood and steel structures with CAD software.

Content (course unit)

Design criteria for wood and steel structures. Typical frame and envelope structural solutions. Materials and material properties. Profile types and cross-section categories. Dimensions for bending, sharing and buckling of the compressed structure. Types of joints, dimensioning of joints. Shelf life, exposure classes, fire behavior and protection methods. Serviceability.

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

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

Content (course unit)

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

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5