Study Guide

Objectives (course unit)

In this course, you will learn the basic math skills you need in your studies and working life.

After this course
• you recognize the mathematical notations related to the subject areas and know how to use the most important of them
• you know how to solve right angled and scalene triangles
• you can calculate the parts and areas of different plane patterns and the volumes and areas of different objects
• you know the concept of slope
• you know how to calculate the center of gravity of a level area and can solve tasks related to uniformity and scale
• you know how to solve basic vector problems in the plane
• you know the basic concepts of functions and recognize the typical properties of different functions
• you can solve equations related to basic functions and apply them in engineering problems
• you recognize the graphs of different types of functions, know how to use them and apply the topics in technical problems
• you know how to create a mathematical model of technology problems and you know how to apply it in the solution of the problem
• you are able to present and justify logically chosen solutions
• you know how to evaluate the reasonableness and correctness of the solutions you make

Content (course unit)

• Angle, angle units, slope
• Right triangle
• Areas of triangles and polygons
• Scalene triangle (sine and cosine theorem), Trigonometric functions in general
• Center of gravity of the plane area
• Uniformity and scale
• Circle theory (areas of parts of a circle and length of an arc)
• Spatial geometry (volumes and surfaces of 3D objects)
• Function and related concepts

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

Student
• knows how to solve right-angled and scalene triangles
• can calculate the surface areas of different plane patterns and the volumes of pieces
• knows the calculations of plane vectors
• can solve vector problems like the examples presented
• recognize the basic concepts of functions and the characteristics of different functions
• the presentations and justifications of the chosen solutions may be incomplete
• there may be shortcomings in evaluating the reasonableness and correctness of the solutions made

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

Student
• recognize the mathematical notations related to the subject areas and know how to use the most important of them
• knows how to solve an oblique triangle and can calculate the parts and areas of different plane patterns
• knows the calculations of plane and space vectors
• can solve basic problems of plane vectors and space vectors
• knows the basic calculations of matrices and knows some applications
• knows the basic concepts of functions and recognizes the typical properties of different functions
• recognize graphs of different types of functions
• knows the meaning of the parameters of the sine curve
• knows how to use and apply the topics in technical problems
• can create a mathematical model of technology problems and can apply it in the solution of the problem
• is able to present and justify logically chosen solutions
• knows how to evaluate the reasonableness and correctness of the decisions he makes

Assessment criteria, excellent (5) (course unit)

In addition to the previous one, the student has a comprehensive understanding of the subjects of the course and knows how to apply them to more demanding problems. The student has the ability to present and justify logically chosen solutions. Solutions are presented clearly and mathematical concepts are used precisely.

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

Assessment scale

0-5

Objectives (course unit)

The students will learn to analyse built environment and its operating constraints.
The students know the demands and the relevant legislation which the disabled place on the environment.
The students learn to solve environmental problems in traditional and innovative ways.

The students are able to apply the principles of the building sector in order to promote accessibility.
The students are able to solve construction-related accessibility problems in the design, construction and modification stages.

Content (course unit)

The built environment, the most common operating constraints.
Legislation and guidelines to promote and demand barrier-free environment.
Properties and characteristics of an accessible environment.
Building Services and DFA.
Construction process and construction contract practices and channels of influence.
Environmental visions for barrier-free residential environment.
Design for all thinking.

Prerequisites (course unit)

Basic knowledge of building or building design.

Location and time

On Fridays 8.3., 15.3. (contact), 22.3., 5.4., 12.4. and final seminar on 26.4. at 9-16.

Exam schedules

Course performance will be evaluated by exercises and activity of student both in lectures and in virtual learning environment (moodle).

Assessment scale

0-5

Teaching methods

Self study
Lectures and assignments
Peer reviews
Seminar

Learning materials

Accessibility Survey of Built Environment (by the Finnish Association of People with Physical Disabilities)
Finnish Land Use and Building Act

Content scheduling

Introduction to accessible design and legislation
Basic information about accessibility and measurements
Accessibility in apartments, public buildings and exteriors
Accessibility provided by building services
Information about limitations of human functions
Building project and accessible design
Final seminar

Completion alternatives

No alternative ways

Practical training and working life cooperation

Considered case by case

International connections

1 credit - 27 hours of student's work

Objectives (course unit)

Student is able to compose a high-quality spatial and architectural plan for building having a challenging room schedule. Student can design both professional plans and and illustration images. Student is able to compile a design schedule and submit the plans by the deadline. Student can evaluate his or her own performance and develop designs according to feedback.

Content (course unit)

Architectural competition or equivalent room schedule.
Varying topics.

Location and time

Online

Exam schedules

No exam

Assessment methods and criteria

Group working.
The student will comprehehend the lessons learned in the past and knows how to apply the knowlwdge in varied and creative way.
Activity and presences of the training classes and lectures
Schedule management and team work skills.
The design proposal must be returned on time. If it is returned late the grade is not more than 2. Exceptions only for very good reasons, and if this has been agreed with the teacher in advance.
The seminars are an important part of the cource. Missing out of seminar without a valid reason reduce the value of the grade. Exceptions only for very good reasons, and if this has been agreed with the teacher in advance.

Assessment scale

0-5

Teaching methods

Group work
Participation in the public architecture contest.
Teachers assess students on the basis of earlier study skillsGroup work
Participation in the public architecture contest.
Teachers assess students on the basis of earlier study skills

Learning materials

Will be notified during the course

Student workload

The student's working load is 27 h/course credit

Content scheduling

The student will prepare a spatially and architecturally challenging space complex and drawings in accordance with the architecture contest programme.
The student's assignment follows the course timetable.
The student is able to evaluate own work and take note of the feedback.

Completion alternatives

none

Practical training and working life cooperation

Visitor lectures

International connections

Visitor lectures

Further information

The design is implemented in ArchiCad -design program, Twinmotion, Lumion, Photoshop, Indesign

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

The students have a lot of absences, the group work will not succeed. The activity of the lectures and assignments is weak.
The student will not be able to perceive the topic ideas and will therefore not be in a position to apply the assignments. The complex, you can see that the issues are not at all the point of focus. Unable to schedule management and teamwork skills are very poor.

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

The student has a lot of absences, share of group work is small. The activity of the lectures and assignments is weak. The student has difficulties in identifying the subject of the application of previously learned basic topics. There are difficulties in practical work. Assignments are weak and there are lacks previously learned information. The student does not accept the feedback and does not fix work based on it.
Schedule management and teamwork skills are lacking. The value of the grade when assignment is returned late is not more than 2. Exceptions only for very good reasons, and if this has been agreed with the teacher in advance.
The seminars are an important part of learning. Missing out of the seminars without a valid reason reduce the value of the grade. Exceptions only for very good reasons, and must be agreed with the teacher in advance.

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

The student has just a few absences. The activity of the lectures and assignments (group work) is good. Work is progressing during the course. The student becomes familiar with the basic ideas of the subject and the student can apply them to the practical work, as well as can explain the reasons for the selections in the assignment and professional consequences. Student receives the feedback and fixes work for feedback. Schedule management and team skills are good.

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

The students understand the lessons taught and previously learned during the course and are able to apply what they have learned in a versatile and insightful way to practical work. The student can explain and justify the expertise and professional training at work, the causes and consequences of choices.
The student has been involved in teaching and in the group work actively and with commitment. Work is progressing during the course consistently and student has made use of the attention it receives guidance and feedback. Training job scheduler is in control.
The student uses feedback systematically as an instrument of their own and their community's professional growth. Student knows how to work together in a responsible manner, in a flexible and constructive manner. Student evaluates himself as well as the community complex and professional field.

Objectives (course unit)

Student is able to observe and study his or her living environment and visual culture. Student alalyzes images in media critically. Student is able to present his observations and interpretations by using drawings and photographs.

Content (course unit)

The course consists of exercises executed in groups or individually. In model drawing section of the course student will learn to observe scales and tones as well as using line as a way of expression. By taking photographs student will learn critical perception of environment. Additionally, during the course student will introduce oneself to applied utilization of fine arts.

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

Student knows how to observe his surroundings and transform his observations into photographs and drawings, but his work is vague or mannered.

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

Student makes analytical observations of his environment and his work is new, creative and inventive.

Assessment criteria, excellent (5) (course unit)

Student's observations of his environment are analytical and weighted. He knows how to turn his observations into structured photographs and drawings. Student has an excellent command of the basic techniques of photography and drawing.

Assessment scale

0-5

Objectives (course unit)

Student knows the basics of CAD / BIM.

Student knows how to use the application used for Building Information Modeling of building design in accordance with general BIM requirements and in an ifc-compatible manner.

After completing the course, student will be able to use information modeling applications in building design from the sketch phase to implementation.

Student knows how to use the various visualization and layout features of information modeling applications in presenting their plans.

Content (course unit)

General BIM requirements
Use of the program used in building design in study projects
Assignment (BIM)

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

Student has achieved basic skills in the subject area. He often does not solve the IT challenges that come up by himself, but relies on help.

There are deficiencies or errors in the BIM model returned as an exercise.

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

Student has comprehensive knowledge of the subject area. Student mainly copes independently in challenging situations related to information technology.

The BIM model returned as an exercise has only a few flaws or errors.

Assessment criteria, excellent (5) (course unit)

Student works with the discussed software in an almost professional manner and is capable of an almost professional-level conversation.

Student is an active actor in learning situations and, if necessary, helps others by solving their problem situations. He is able to search for additional information independently.

The BIM model returned as an exercise is almost flawless.

Location and time

see moodle

Exam schedules

no exam

Assessment methods and criteria

see course evaluation criteria

Assessment scale

0-5

Teaching methods

communal learning
lectures
continuing exercise

Learning materials

see moodle

Student workload

about 27 h / credit

Content scheduling

see moodle

Completion alternatives

no alternative ways

Practical training and working life cooperation

-

International connections

-

Further information

evaluation done by submission of BIM model
BIM model proceeds along the course Design Project 2

Objectives (course unit)

Students know conventional timber constructions used in small houses: timber frames, external walls, floors, upper floors and roof constructions. Students also acquaint themselves with the basics of heat and moisture techniques. Structures are both in situ built and prefabricated constructions.

Students know conventional timber frames, structures and building materials used in wooden small houses. Students recognize basic foundation techniques of wooden buildings and joints between building envelope and foundation structures. Students adopt skills to apply learned things to design work.

Students know basics of heat and moisture techniques.

Content (course unit)

Timber constructions used in small houses: timber frames, external walls, floors, upper floors and roof constructions. Roofs and roofing materials. Conventional foundation solutions. Basic joints of structures.

Wooden building materials: timber and processed wooden building product, e.g. different board products, vapor and air barriers and heat insulation materials. Sources for additional information about materials and their performance.

Basics of heat techniques and simple cases about calculation of u-value. Conventional phenomena of moisture techniques.

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

Student has a weak understanding of the structures of a small house and the characteristics and quality factors of building materials. There are clear gaps in the displays of competence.

Activity during the course and assignments is weak or satisfactory and the performance of the exercises is superficial.

Student takes responsibility for his own performance.

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

Student outlines the structures of a small house and the properties of the related building materials. He understands the quality factors of construction, devotes himself to practice work, and demonstrates his good skills in exercises.

Activity in the course and assignments is good. Work progresses consistently during the course.

Student knows how to co-operate responsibly and is ready to develop his interaction skills.

Assessment criteria, excellent (5) (course unit)

Student understands the structures of a small house, the properties of building materials, differences and quality factors in a comprehensive way. Student devotes himself deeply to the exercises and actively applies learned topics. He demonstrates his commendable skills in exercises

Student has participated actively and constructively in the teaching.

Student knows how to co-operate responsibly, flexibly, committedly and constructively and develops both his own and the group's interaction.

Location and time

2.9. - 13.12. 2019

Assessment scale

0-5

Completion alternatives

None

Objectives (course unit)

Students understand architecture as a combination of aesthetics, usability and durability as well as art, engineering and economy.
Students recognize diverse architectural styles and can classify diverse fields of architecture.

Content (course unit)

Basic understanding of architectural theory .
Basic concepts of architecture (space, volume, shape, structure, surface, rhythm, light, colour, scale, function, environment, landscape)

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

Student has difficulties in grasping the basic ideas of the subject and therefore applying the learned topics to practical work is difficult. Arguments in exercises are fumbling.

Activity in the course and assignments is weak or satisfactory.

The student knows how to give and receive feedback. He examines and evaluates things from his own point of view.

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

Student understands the basic ideas of the subject of the course and knows how to apply learned topics into practice. Student can explain professionally the reasons and consequences of the choices made in the exercises.

Activity in the course and assignments is good. Work progresses consistently during the study period. Student knows how to co-operate responsibly and is ready to develop his interaction skills

Student knows how to give and receive feedback actively and constructively. He examines and evaluates things from both his own and the local community's point of view.

Assessment criteria, excellent (5) (course unit)

Student grasps the course topics as well as previously learned ones and knows how to apply them in a versatile and professional way to practical work. The student can explain and justify the reasons and consequences of the choices made in the exercises in professional manner.

Student has participated in teaching actively, responsibly, flexibly and constructively. He knows how to co-operate in responsible, flexible and constructive way and develops both his own and the group's interaction.

Student systematically uses the feedback as a tool for his own and his community's professional growth. Student examines and evaluates himself as well as the community or his study group in his professional field,

Assessment scale

0-5

Objectives (course unit)

Students know conventional block, masonry or concrete frames of small houses: structures used in external walls and upper floors. Students also acquaint themselves with energy efficient building design. Structures are both in situ built and prefabricated constructions.

Students know conventional loadbearing wall constructions, structures and building materials used in block structured small houses. Students recognize basic foundation techniques and joints between building envelope and foundation structures. Students adopt skills to apply learned things to design work.

Students know basics of principles of energy efficient building.

Students can compose production drawings to one family house.

Content (course unit)

Block and concrete structures, external walls, roofs, upper floors and floors. Used dimensioning systems. Conventional in-situ cast constructions in small houses. Joints of structures.

Building materials: bricks, blocks and other products used in masonry and block work. Metal products and natural stone. Hollow-core slabs and composite slabs in small houses.

Special features of energy efficient small houses.

Students compose dimensioned working drawings for the small houses designed by students themselves.

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

Student has a weak understanding of the structures of the small house and the characteristics of building materials and quality factors included in the course. There are clear gaps in the displays of student competence.

Activity during the course and assignments are satisfactory or weak, and getting deeper into the exercises is superficial.

The student takes responsibility for his own performance.

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

Student knows the structures of the small house included in the course and the properties of the related building materials. He understands the quality factors of construction, devotes himself to practice work, and demonstrates his good skills in skill demonstrations.

Activity in lectures and assignments is good. Work progresses consistently during the course. Student knows how to cooperate responsibly and is ready to develop his interaction skills

Assessment criteria, excellent (5) (course unit)

Student comprehensively understands and knows the small house structures, characteristics of building materials, differences and quality factors included in the course. Student devotes himself deeply to the exercises and actively applies what he has learned to them. He demonstrates his commendable skills in skill displays

Student has participated actively and constructively in the teaching. He knows how to cooperate responsibly, flexibly and with commitment and develops both his own and the group's interaction.

Assessment scale

0-5

Objectives (course unit)

Students know concrete framed constructions of multistorey buildings: housing, office or commercial buildings. They recognize constructions used in external walls, and upper floors. Structures are both in-situ built and prefabricated constructions.

Students know conventional frame solutions and their suitability to different building types. Students recognize basic structures of concrete, wood and / or steel buildings and joints between building envelope and foundation structures. Students adopt skills to apply learned things to design work.

Content (course unit)

Constructional frames of multistorey housing and office-/commercial buildings. Principles of dimensioning used in multistorey buildings. Architecture of structural systems.

Joints between building envelope and structures. Flat roofs, roofs used as traffic layers and green roofs. Exercises of detail planning based on constructional solutions. Exercises are related to design project of multistorey building and its technical solutions.

Finnish building regulations and acts supporting the course contents. Basics of fire regulations.

Project work.

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

Student has a weak understanding of the structures and properties of building materials and quality factors included in the course. There are clear gaps in the displays of student competence.

Activity during the course and assignments are weak or satisfactory, and the deepening of the exercises is superficial.

Student takes responsibility for his own performance.

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

Student knows the structures included in the course and the properties of the related building materials. He understands the quality factors of construction, devotes himself to practice work, and demonstrates his good skills in skill demonstrations.

Activity in the course and assignments is good. Work progresses consistently during the course. Student knows how to cooperate responsibly and is ready to develop his interaction skill.

Assessment criteria, excellent (5) (course unit)

Student understands and knows comprehensively the structures, properties of building materials, differences and quality factors included in the course. Student devotes himself deeply to the exercises and actively applies what he has learned to them. He demonstrates his commendable skills in skill displays

Student has participated actively and constructively in the teaching. He knows how to cooperate responsibly, flexibly and with commitment and develops both his own and the group's interaction.

Location and time

According to the schedule and lesson order in Moodle.

Exam schedules

According to the schedule in Moodle.

Assessment methods and criteria

TAMK's general evaluation criteria are followed.

Assessment scale

0-5

Teaching methods

Lectures, exercises, assignments, independent study of the material and an exam.

Learning materials

Defined in Moodle by topic.

Student workload

The scope of the course is 3 credits. The student's workload is approximately 27 h / credit.

Content scheduling

According to the schedule in Moodle.

Completion alternatives

Is not.

Practical training and working life cooperation

The content of the entire course is the core professional competence of a construction architect.
Guest lecturers whenever possible.

International connections

Guest lecturers whenever possible.

Objectives (course unit)

Student can
• find out the basic needs of the users of the facilities and the community, which can be satisfied with building technology systems
• identify the role of building technology in the essential goals of the different stages of the planning process and the necessary exchange of information, and act cooperatively (cooperation, coordination) in the planning group
• identify key technical building systems and their operating principles (heating, ventilation, water and sewerage and electricity systems and their connections to community networks)
• interpret building engineering plans, i.e. knows terminology and drawing symbols and can understand space needs etc. from the plans, which affect other planning, construction and maintenance of facilities

Content (course unit)

Building technology as part of sustainable construction and its role as part of the built environment, as an enabler of indoor conditions and the importance of building technology for functionality and safety, key legislation, basic building technology systems, their identification, documentation, space needs and visual impact. Basics of lighting technology, calculation and simulation, Energy-wise solutions, energy efficiency and the effect of different areas, the effect of aperture and sun protection, energy system change and future energy solutions. Coordination of planning.

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

Student knows how to name the most important technical building systems and uses of the building. Student recognizes the most important drawing symbols of building technical plans and interprets simple building technical plans satisfactorily. Student recognizes the main components of building technical systems.Student knows how to name regulations concerning building technical systems.

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

Student knows how to name the most important technical building systems and uses of the building. Student recognizes the most important drawing symbols of building technical plans and interprets simple building technical plans satisfactorily. Student recognizes the main components of building technical systems. Student knows how to name regulations concerning building technical systems.

Assessment criteria, excellent (5) (course unit)

Student can comprehensively name the building's technical systems and describe their operating principles. Student knows how to comprehensively interpret building technical drawings and plans and is able to evaluate the energy efficiency of the systems. Student knows how to apply the possibilities of building technology as part of architecture.

Assessment scale

0-5

Assessment scale

0-5

Objectives (course unit)

Students learn to know basics of renovation and its key procedures. They know history of buildings and structures and can use the information as bases for design. They know the common damage phenomena and dangerous and harmful construction materials in the renovated building stock. Students are introduced to ordinary renovation solutions.

After the course, students can plan small renovations. The focus is on 20th-century buildings.

Content (course unit)

History of building stock
Key construction parts and materials in building stock
Damages and resistance of structures
Asbestos and harmful substances
Renovation design

Assessment scale

0-5

Assessment scale

0-5

Objectives (course unit)

After completing the course, students can consider the key physical and chemical factors and related requirements in building design. In addition, students know the effect of structural factors on the energy economy. Students can determine the most common heat insulations according to requirements. They know the key moisture phenomena and can apply them in their work.

Students can use silencing and sound insulation information in their work. Students know the key chemical phenomena related to construction materials and structures and can consider them in selecting materials and making designs.

Content (course unit)

Definitions of heat insulations and heat passage coefficients in basic cases
Air humidity
Moisture of construction materials and structures
Basic information on flows
Basics of sound engineering
Sound insulation and silencing
Basics of construction material chemistry and corrosion phenomena
Structural physics design

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

Student has difficulty grasping the basic ideas of the subject and therefore applying what has been learned to practical work is difficult. In the performance of the tasks, the reasoning is fumbling and there are deficiencies in the previously learned knowledge. The level of documentation of the tasks is modest.

Activity in contact classes and in the performance of tasks is weak.

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

Student understands the basic ideas of the subject of the course and knows how to apply what he has learned to practical work, and can explain the reasons and consequences of the choices made in the performance of tasks in a professional manner. The documentation of the tasks is of a standard level.

Activity in contact classes and in the performance of tasks is good. Work progresses consistently during the course.

Assessment criteria, excellent (5) (course unit)

Student understands the things taught in the course and previously learned and knows how to apply what he has learned versatilely and creatively to practical work. Student can explain and justify the reasons and consequences of the choices made in the performance of tasks in an expert and professional manner. The documentation of the tasks is of a professional level.

Student has participated actively and constructively in the teaching.

Assessment scale

0-5

Objectives (course unit)

The objective is to deepen students’ construction physics competence on existing building stock and its properties and renovation.

Content (course unit)

Analysis of warmth and humidity properties of external walls, base floors, and sanitary facilities in typical residential buildings.

Assessment scale

0-5

Objectives (course unit)

Students learn the basics and history of land use and community development. After the course, students understand the meaning of community planning as basis for architectural design. Students can analyse the community structure and produce documents to support architectural design. They understand the zoning system and zone levels, can read planning maps and recognise related markings.

Students can compose regional plan for small-house areas. Students can consider the landscape and environment as well as technical systems in architectural design. Students can make block, plot and yard layouts and related documents.

Content (course unit)

Basics and methods of analysing landscape and built environment
Basics of community planning
History of community planning
Zoning system, zone levels, planning maps and markings
Related laws, regulations and guidelines

English language studies are an integrated part of the course contents.

Location and time

Announced in moodle

Exam schedules

Announced in moodle

Assessment methods and criteria

Attendance and course assignments

Assessment scale

0-5

Teaching methods

Contact and on-line learning
Communitive and experimental learning
Project work
Team work

Learning materials

Announced in moodle

Student workload

27 h / credit

Content scheduling

Announced in moodle

Completion alternatives

No alternative ways

Practical training and working life cooperation

The project area is a real design area.

International connections

Suitable for exchange students.
One of the course seminares will be held in English.

Further information

Announced in moodle

Objectives (course unit)

Students learn about building components, their properties, and related regulations and guidelines. They can make related selections, comparisons and plans.

Studenst know fire regulations and undestand how they affect in selection of complementary building components.

After the course, students can make building reports as regards architectural design.

Content (course unit)

Windows and doors
Fixtures and fittings
Suspended ceilings and stairs
Construction report and building report

Project work

Location and time

2.9.-13.12.2024

Exam schedules

Will be informed at the beginning of the course.

Assessment methods and criteria

Exercises
Exercise scheduling. Late returned assignments, calculate the value of the grade . Exceptions only for very good reasons, and if this has been agreed with the teacher in advance.
Attendance, as well as the lectures that the exercises.
Exam.

Assessment scale

0-5

Teaching methods

Lectures
Assignments
Kindergarten visit
Classroom education
Independet learning
Exam or Moodle

Learning materials

Will be informed at the beginning of the course

Student workload

The student's work is 27 h/CR

Content scheduling

Fixtures
Doors
Windows
Fire diagram
Suspended ceiling
Construction site description
Stairs
All exercises must be checked by the teacher before returning them to TUNI Moodle.

Completion alternatives

None

Practical training and working life cooperation

Guest lectures if possible.

International connections

Guest lecturer whenever possible.

Further information

Requirements of the studies: Design Project 2, Kindergarten competition is ready and it has been restored to the Moodle.

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

The students have a lot of absences. The activity of the lectures and assignments is weak.
The student will not be able to perceive the topic ideas and will therefore not be in a position to apply the exercises. The complex, you can see that the issues are not at all the point of focus. All of the exercises has not been returned.

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

The student has a lot of absences, the activity of the lectures and assignments is weak. The student has difficulties in identifying the subject of the basics and apply training at work and the exam answers are inaccurate. The largest part of the assignment is returned late.

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

The student has just a little bit of absences. The student is able to apply the exercises and exam as well.
The value of the grade to a maximum of 3: part of the assignment is returned late.
Rating up to 4: All assignments are returned in a timely manner.

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

The student has participated in classroom and group work actively and constructively. The student becomes familiar with the lessons and is able to apply the exercises and an exam in a professional manner.
All assignments are returned in a timely manner.

Objectives (course unit)

The students gain an understanding of the material properties and working methods used with concrete, so that they are able to take the demands of concrete into consideration when designing structures, production, production management and structural inspections. The students understand the uniqueness of concrete work.

Content (course unit)

The usages of concrete, components, properties, defining consistence, quality technology of manufacturing concrete.

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

Student knows the basics of the course and understands the key concepts of concrete technology, and knows the main points of the topics discussed in the lectures and in the laboratory.

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

In addition to the previous one, student can apply the topics of the course in different situations, justifying the solutions. In addition, he understands the terms and visual aspects of the material.

Assessment criteria, excellent (5) (course unit)

In addition to the above, student has a comprehensive understanding of the subjects of the course and the material theory of concrete, as well as an understanding of their connection to the professional field as a whole. In addition, he is able to justify the causes, consequences and solutions of various technical and visual challenges of the material.

Assessment scale

0-5

Assessment scale

0-5

Objectives (course unit)

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

Content (course unit)

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

Assessment scale

0-5

Objectives (course unit)

Students learn the objectives and procedures of cost accounting and management as regards builders. They learn to use IT tools in the above-mentioned operations.

Students learn to know the main principles of cost accounting methods used in building production. After the course, students can complete both room plan and structural element based cost accounting for buildings.

Content (course unit)

Cost accounting and management for builders
Cost accounting principles for building production
Talo 80, 90, 2000 sytems and their use
Room plan based calculation assignment
Structural element based calculation assignment

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

Student knows how to use the basic things included in the course, such as the basic use of different cost accounting methods and masters the basics of cost accounting methods.

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

In addition to the previous one, student can apply cost accounting methods to various challenging calculation situations and can justify the solutions. Student also knows how to create target price estimates and construction component estimates as well as cost calculations.

Assessment criteria, excellent (5) (course unit)

In addition to the previous one, student has a comprehensive understanding of the subjects of the course and their use in solving problems, as well as the ability to present and justify the logically chosen solution methods. Student also knows how to make accurate cost calculations and manages the entire cost calculation process.

Assessment scale

0-5

Objectives (course unit)

Students learn the basic concepts of architectural design and designer tools. Students can build diverse architectural models and documents to support the design process. Students can make professional presentations of the assignments.

Content (course unit)

The assignment is an abstract space design and applied design.
Tools (drawing instruments, modelling software, printing methods, copying, model building). Visual and oral presentation

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

Student has difficulties in grasping the basic ideas of the subject and therefore applying learned topics to practical work is difficult. In the exercises, the arguments are fumbling and illogical. The entity shows that student has not properly internalized the issues discussed.

Activity in the course and assignments is satisfactory or weak. The student knows how to work in a group.

Student hasn't presented his practice work to the teachers in a satisfactory way and has not developed it sufficiently based on the feedback he has received.

Student takes responsibility for his own performance. He examines and evaluates things from his own point of view

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

Student understands the basic ideas of the subject of the course and knows how to apply learned topics into practice. He can explain the reasons and consequences of the choices made in the exercises in a logical way. Student documents his work as taught.

Student has presented the exercises to the teachers regularly and developed them based on the received feedback. Work progresses consistently during the course and activity in lectures and assignments is good. Student knows how to c-ooperate responsibly and is ready to develop his interaction skills.

Student takes responsibility and commits not only to his own activities but also to the activities of the group. The student knows how to give and receive feedback actively and constructively. He examines and evaluates topics from both his own and the local community's point of view.

Assessment criteria, excellent (5) (course unit)

Student has a commendable understanding of the subjects taught in the course and knows how to apply learned topics in a versatile and creative way into practice. Student can explain and justify the reasons and consequences of the choices made in the exercises. The student documents his work almost flawlessly.

Student has participated actively and constructively in the teaching. He has presented the exercises to the teachers regularly and developed them based on the feedback he received.

Student knows how to co-operate in a responsible, flexible, committed and constructive way. He develops both his own and the group's interaction.

Student systematically uses the feedback as a tool for his own and his community's professional growth. He examines and evaluates topics from both his own and the local community's point of view.

Location and time

According to the reading order. Exceptions are reported in Tuni Moodle.

Exam schedules

Self-administered home exam according to the agreed schedule.

Assessment methods and criteria

In the evaluation, attention is paid to the success of the design process, the achieved final result and its presentation.
TAMK's general evaluation criteria are followed.

Assessment scale

0-5

Teaching methods

Local teaching, lectures
Working with miniature models and design programs
Exercises and guidance in groups
Independent study
Evaluation and feedback seminars
The student must regularly present his practice to the teachers.

Learning materials

Recommended reading
Francis D.K. Ching. Architecture: Form, Space and Order
Study material mainly in TUNI Moodle.

Student workload

The scope of the course is 5 credits. The student's workload is 27 h/credit. Lessons according to the timetable and, in addition, mainly self-directed work on exercises.

Content scheduling

Introduced to students at the beginning of the course and available in TUNI Moodle. The content is divided according to the training work phases. The course has two practice work projects, which divide the course into two equal parts in terms of time.

Completion alternatives

Is not.

Practical training and working life cooperation

Possibly visiting lectures.

International connections

Guest lecturer whenever possible.

Further information

No prior knowledge requirements.
The course uses TUNI Moodle.

Objectives (course unit)

Students can design a BIM model of a one-family houses of architectonically high quality taking into consideration the environment and legislation as well as local regulations. Students can produce designs for one-family houses.

After completing the course, students know regulations and guidelines concerning one-family houses. Students can select appropriate construction materials and structures for one-family houses and take into consideration the space reservation for building services.

Students learn housing and building design, sizing and furnishing, as well as housing design legislation and local regulations.

Students can design according to room schedule a small scale public building in a design team. They can design using building information model application.

Content (course unit)

Architecture and history of residential and small scale buildings
Construction laws, decrees and regulations
Design drawings.
HPAC and energy solutions as regards architectural design

Location and time

According to schedule.

Exam schedules

Will be informed if needed

Assessment methods and criteria

Activity during the course. Compulsory 80 % attendance in teaching sessions. Mid- or final critic seminars compulsary. If student is not able to be present he must prove a very important reason for absence.
Self evaluation, teacher's oral evalution ja peer review in critic seminars.
Grade 0 - 5 according to student's skills. Delayed submission or missing mid submissions will lower the grade.

Assessment scale

0-5

Teaching methods

Project based case study.
During the course students compose project work based on previous study project.
Desing competition.
Lectures, project seminars, critic seminars.

Learning materials

Announced during the course

Student workload

The scope of the course is 87 credits. Students' working load is approximately 27 hours per credit.

Content scheduling

Will be informed during the course.

Completion alternatives

No alternative ways

Practical training and working life cooperation

Possible visitor lecturers

International connections

International exchange teachers used if possible

Further information

Prerequisite: courses Basics of Architecture, Basics of Design Work, Design Project 1 and Area Design Project or adequete skills according to teachers estimation
Moodle environment Moodle will be used as material bank

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

Student has lot of absences. Poor activity during lessons.
Student cannot figure the main ideas of design work or apply the design knowledge to practice. The entity shows that he has not really entered the course information at all.

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

Student has lot of absences. Poor activity during lessons.
Student has difficulties in figuring the main ideas of design work and applying the design knowledge to practice. Submissions show the poor design knowledge and lack of earlier learned issues.

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

Student has only few absences. He has been active and constructive during lessons. Working with assignments goes on consictently. Students figures the main ideas of design work and is able to apply learned issues to practice. He can explain the choices made in a professional way.

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

Student has been active and constructive during lessons. Students figures the main ideas of design work and is able to apply learned issues to practice in a creative and multiple way. He can explain the choices made in a professional way.

Objectives (course unit)

Student can design a simple building and produce related drawings.

Student knows things related to the architectural design of a simple building, building materials and structures.

Student knows how to take into account the carbon footprint related to leisure living, ecological thinking and the circular economy.

Content (course unit)

Basics of architectural design.
Use of design information sources and acquisition of information.

Making sketch drawings of a simple building.
Getting to know building materials and structures.

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

Student has difficulties in grasping the basic ideas of the subject and therefore applying learned topics into practice is difficult. Arguments in exercises are fumbling and there are gaps in the previously learned knowledge, too. There are clear flaws in the plans produced during the course.

Activity in the course and assignments is weak or satisfactory.

The student knows how to give and receive feedback, but no development can be seen in the design task. He examines and evaluates things from his own point of view

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

Student understands the basic ideas of the subject of the course and knows how to apply learned topics into practice, and can explain the reasons and consequences of the choices made in the exercises. The produced plans are in accordance with the instructions, clear and understandable.

Activity in the course and assignments is good. Work progresses consistently during the course and based on the guidance and feedback received.

Student knows how to give and receive feedback actively and constructively. He examines and evaluates things from both his own and the local community's point of view.

Assessment criteria, excellent (5) (course unit)

Student understands the topics taught in the course as well as ones learned previously and knows how to apply his knowledge insightfully to practical work. Student can expertly explain and justify the reasons and consequences of the choices made in the exercises. The produced plans are in accordance with the instructions, clear and understandable.

The work progresses consistently during the course and the student has made commendable use of the guidance and feedback he received in it.

Student has participated actively and constructively in the teaching.

Student systematically uses the feedback as a tool for his own and his community's professional growth. He examines and evaluates himself as well as the community or work group in which he works in his professional field.

Location and time

announced in moodle

Exam schedules

no lectures

Assessment methods and criteria

announced in course evaluation criteria

Assessment scale

0-5

Teaching methods

Exercises
Lectures
Communal learning
Independent learning

Learning materials

lectures

Student workload

about 27 h / credit

Content scheduling

moodle

Completion alternatives

no alternative ways

Practical training and working life cooperation

-

International connections

-

Further information

exercise must be presented to teachers during the process, otherwise the course performance will be rejected

Objectives (course unit)

After completing the course, students know regulations and guidelines related to blocks of flats and their structures. Students can design blocks of flats of high architectural quality to urban environment and produce the related architectural designs and documents.

Students know the different HVAC and energy solutions of blocks of flats. Students can choose construction materials and structural systems for blocks of flats. Students can assess the effects of diverse structures on design of blocks of flats.

Students can deliver information needed for cost accounting and understand what construction costs consist of.

Students can work as members of the design team.

Content (course unit)

Construction legislation and guidelines.
Architectural designs for blocks of flats.
Architects’ working plans on blocks of flats.
Structural systems of blocks of flats and their selection and effects on design.
HVAC and energy solutions of blocks of flats.
Cost accounting for blocks of flats as regards architectural design.
Operation of construction design teams.

Assessment scale

0-5

Objectives (course unit)

Students know the key contents and job descriptions of principal designers.

After the course, students have the necessary basic knowledge and skills to work as in charge of the principal designer in small projects. Students can make the needed documents.

The course gives the basis for working as the builder or principal designer in demanding projects after orientation ja competence.

Content (course unit)

Principal designer’s duties
Public procurement
Project management
Career planning

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

Student has difficulty grasping the basic ideas of the subject and therefore applying what has been learned to practical work is difficult. The performance of the practice tasks is routine and their justifications are fumbling. Deficiencies appear in previously learned knowledge.

Activity in the course and assignments is satisfactory or weak. Student knows how to work in a group.

Student takes responsibility for his own performance. He recognizes important operating methods for his field. He examines and evaluates things from his own point of view.

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

Student outlines and structures the basic ideas of the subject of the course and knows how to apply what he has learned to practical work and can explain professionally the reasons and consequences of the choices made in the exercises.

Activity during the course, schedule management and teamwork skills are good. Student knows how to give and receive feedback actively and constructively.

Student takes responsibility and commits not only to his own activities but also to the activities of the group. He recognizes and follows the operating methods important to his field. He examines and evaluates things from both his own and the local community's point of view.

Assessment criteria, excellent (5) (course unit)

Student understands the things taught in the course and previously learned and knows how to apply what he has learned in a versatile and insightful way to practical work. Student can explain and justify the reasons and consequences of the choices made in the exercises in an expert and professional manner.

Student has actively and committedly participated in teaching and group work. Student systematically uses the feedback as a tool for his own and his community's professional growth.

Student knows how to cooperate responsibly, flexibly and constructively. He examines and evaluates himself as well as the community or work group in which he works in his professional field.

Student understands the economic and well-being-promoting effects of his actions and knows how to act in anticipation of them.

Location and time

announced in moodle

Exam schedules

will be announced in moodle

Assessment methods and criteria

activity in course as well as exercises

Assessment scale

0-5

Teaching methods

class room and on-line learning
participative learning
exercises

Learning materials

announced in moodle

Student workload

27 hours / credit

Content scheduling

will be announced in moodle

Completion alternatives

no alternative ways

Practical training and working life cooperation

visitor lectures by graduated alumns and other visiting lecturers if possible

International connections

international visitor lecturers if possible

Objectives (course unit)

Students learn nZEB building and related requirements. They learn to consider nZEB building in all designs. Students deepen their competence in working as design team members.

The course is mainly implemented as project work in multiprofessional teams.

Content (course unit)

The course is implemented jointly for student groups in construction architecture, construction site management, and building services engineering.

The zero energy building requirements have not been defined yet in Finland and Europe. All new buildings have to be almost zero energy buildings by 2021. The course contents will be specified when the national definitions and requirements have been set.

Assessment scale

0-5

Objectives (course unit)

The student knows how to prepare and deliver an expert presentation taking into account the situation and the recipients.
The student knows how to act interactively, goal-oriented and responsible in group situations.
The student develops his writing, presentation and group communication skills as part of his professional skills.

Content (course unit)

Features of text types necessary in studies and working life (e.g. memo and bulletin)
Basics of speech communication

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

The student has successfully completed all assignments and participated in the required number of lessons.

He writes comprehensibly and in a matter-of-fact style, if necessary imitating the document standard. The student makes use of sources if necessary, although their use and referencing is minimal. The substantiation of the claims is modest. The construction of the text is tentative, and there are points to be made in the form and style of the language.

The student is able to give his introductory speech with visual illustration in a matter-of-fact way, although there is a lot to note about its duration, structure, interactivity or voice use.

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

The student has completed all assignments approved and according to the agreed schedule. The student shows activity and justifies his point of view. According to the given instructions, his performances take into account the situation and the recipient and are structurally functional.

The views expressed are well-founded, the source information is referenced appropriately and in such a way that the referencing links naturally to the rest of the presentation. Essential information is conveyed clearly, and the presentation is fairly error-free and follows the instructions.

The student takes the recipients and the situation into account in his presentations. During his structured speech, the student maintains eye contact with the audience and speaks in his own words.

Assessment criteria, excellent (5) (course unit)

The student has completed all tasks excellently in accordance with the agreed timetables and has participated actively and constructively in the teaching. He communicates convincingly, enthusiastically and interactively and justifies his opinion in a versatile manner. The language he uses is almost flawless and his style is impeccable.

Assessment scale

0-5

Objectives (course unit)

Student knows how to calculate the usual loads on buildings according to the Eurocode.

Students learn to understand the fundamentals of statistics. They can draw the free-body diagrams of a particle and a rigid body and with them calculate the normal force using the balance equation. They understand what different forces mean and are able to define the stress diagram of a straight, simple beam.

Content (course unit)

Loads on buildings.

The basic concepts of statics: basic laws of mechanics and force vectors. Resultant and components affecting a particle and its balance. Reducing the force system of a rigid body, load, support, structure model, balance, support reactions and strain.

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

Student knows how to use the basics included in the course and solve simple applications that are similar to the tasks covered.

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

In addition to the previous one, student can apply the subjects of the course to different situations and can justify the solutions.

Assessment criteria, excellent (5) (course unit)

In addition to the previous one, student has a comprehensive understanding of the subjects of the course and their use in solving problems, as well as the ability to present and justify the logically chosen solution methods.

Assessment scale

0-5

Objectives (course unit)

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

Content (course unit)

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

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

Students learn to know basic factors affecting indoor air quality and health. They learn to combine new information to their prior knowledge. Students learn to read indoor air and health reports and interpret and analyse their content.

Students develop or analyse their prior design to make it fulfil the requirements set for health and indoor air.

Content (course unit)

Indoor health concepts and organisations
Indoor air and related classification
Microbiology in construction
Organic compounds and other discharges evaporating from construction materials
Indoor air and related health examinations
Plan development or analysis

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

Student has difficulty grasping the basic ideas of the subject and therefore applying what has been learned to practical work is difficult. In the performance of the tasks, the reasoning is fumbling and there are deficiencies in the previously learned knowledge. The level of documentation of the tasks is modest.

Activity in contact classes and in the performance of tasks is weak.

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

Student understands the basic ideas of the subject of the course and has the skills to apply what he has learned to practical work. Student can describe the things he has learned in a professional manner. The documentation of the tasks is of a standard level.

Activity in contact classes and in the performance of tasks is good. Work progresses consistently during the course.

Assessment criteria, excellent (5) (course unit)

Student understands the things taught in the course and previously learned and has the skills to apply what he has learned versatilely and creatively to practical work. Student can describe the things he has learned professionally and expertly. The documentation of the tasks is of high quality.

Student has participated actively and constructively in the teaching.

Assessment scale

0-5

Objectives (course unit)

Students learn to know the global history of architecture.
After completing the course, students understand the effects of different architectural elements on the whole and can relate architecture to the historical context.
Students understand what architecture consists of, recognise architectural styles and can classify different fields of architecture.
Students know the effects of architecture on the society.

Content (course unit)

Basics of architecture
Global history of architecture
Architectural theories of different ages
Basics of construction engineering history
Architecture and society

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

Student recognizes periods in the history of architecture, related stylistic aspects and background factors.

Performance in assignments is routine and satisfying. It can be seen from the entity that the discussed matters have been given superficial attention.

Student examines and evaluates things from his own perspective and takes responsibility for his own performance.

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

The student knows how to structure, compare and apply the periods of the history of architecture, the stylistic aspects and background factors related to them. Activity during the course is good and constructive, and the tasks have been completed in an applied, explanatory and comparative way.

Student has a good understanding of the stylistic development and historical environment of the history of architecture, knows how to distinguish the characteristic features of the style and applies the learned topics in a comprehensive way to the exercises.

Student examines and evaluates things from both his own and the local community's point of view.

Assessment criteria, excellent (5) (course unit)

Student knows how to structure, compare and apply the eras of the history of architecture, the stylistic features and background factors related to them in a wide area.

Student has participated in the teaching in an active, committed, responsible and constructive manner. The exercises show the student's focus on the themes of the course in an analytical and creative way.

Student can explain and present the continuum of the history of architecture expertly and can analyze the historical environment. He understands the causes and consequences of the context of the history of architecture and general history.

Student examines and evaluates himself and the community or work group in which he works in his professional field.

Location and time

Will be announced in moodle

Exam schedules

Will be announced in moodle

Assessment methods and criteria

Activity during the course
Presence in lectures
Performance in assignments
Exam

Assessment scale

0-5

Teaching methods

Lectures
Self study
Communal study
Study excursion

Learning materials

Will be announced in moodle

Student workload

24 - 27 h / credit

Content scheduling

Will be announced in moodle pages

Completion alternatives

-

Practical training and working life cooperation

-

International connections

Lectures in Finnish

Further information

-

Objectives (course unit)

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

Content (course unit)

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

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Assessment scale

0-5

Objectives (course unit)

Student participates the international architectural project of varying theme or / and content.

Content (course unit)

The content, execution and assignments of the course according to the selected theme of the project.

Prerequisites (course unit)

Suitable studies of construction engineering or architecture

Assessment criteria, pass/fail (course unit)

Student has performed all sections of the course and oriented to the topics well and carefully. The performance in team work is active and co-operative. The quality of submissions is good. The performance and action durign the course show that student has reached the learning target.

Location and time

Virtual phase
Intensive week
Final procedure according to Erasmus rules

(will be announced separately)

Assessment scale

0-5

Teaching methods

Student participates the international architectural project of varying theme or / and content.

Student workload

27 hours / credit

Content scheduling

Virtual phase
Intensive week
Final procedure according to Erasmus rules

Completion alternatives

no alternative ways

International connections

International project together with partner universities

Objectives (course unit)

Student participates the international architectural project of varying theme or / and content.

Content (course unit)

The content, execution and assignments of the course according to the selected theme of the project.

Prerequisites (course unit)

Suitable studies of construction engineering or architecture

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

Student has performed all sections of the course but oriented to the topics weakly. The performance in possible team work is passive. The quality of submissions is low compared to other teams and students. Reaching of the learning target is questionable.

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

Student has performed all sections of the course and oriented to the topics well and carefully. The performance in possible team work is active and co-operative. The quality of submissions is good. The performance and action durign the course show that student has reached the learning target.

Assessment criteria, excellent (5) (course unit)

Student has performed all sections of the course in an excellent way and oriented to the topics very carefully. The performance in possible team work is active and co-operative. The quality of submissions is excellent. The performance and action durign the course show that student has reached the learning target and is able to apply it in an innavative way.

Location and time

via Hanze UAS

Exam schedules

-

Assessment scale

0-5

Teaching methods

Blended intensive program teaching

Learning materials

via Hanze UAS

Student workload

4 credits

Content scheduling

According to course schedule

Completion alternatives

-

Practical training and working life cooperation

-

International connections

International project

Further information

Announced in course moodle

Objectives (course unit)

Student knows the classifications of urban traffic routes, related legislation and street plan levels, and knows how to interpret street plan drawings. He has gotten to know the streets both as an infrastructure and as a multi-use space for different modes of transportation and different functions, and as a location for municipal technical networks. The student knows the organization principles of the community's water supply and can interpret water supply drawings.

Student knows soil types and the typical geotechnical properties of different soil type groups. He also knows the different forms of groundwater and the importance of groundwater in construction. The student knows how to use the field's data materials and is familiar with ground survey documents and the soil and bedrock data of the plans.

Student knows the foundation methods of buildings (soil-based, rock-based or pile foundation) and their selection criteria. The student can identify the risk factors related to the work phases of earth and foundation structures (e.g. trenches) and their effects on the design and construction process.

Content (course unit)

Legislation, administration, classification, planning system and technical bases of traffic lanes. Special needs for walking, cycling, public transport and parking. Street structure and equipment and equipment infrastructure. Street plan drawings and markings. Water supply structures, equipment and solution principles.

Naming of soil types, characteristics and their research methods. Instructions and regulations regarding foundation construction. Establishment methods and their selection criteria. Principles of frost protection and drying. Risky work stages in the construction industry.

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

Student knows how to name the legislation that is central to traffic lanes, can tell about the classification of traffic lanes, and can interpret street plan drawings. Student can describe the street structure and list the equipment and equipment infrastructure of the streets. Student recognizes the special needs of walking, cycling, public transport and parking.

Student knows how to organize water supply in communities and can list water supply structures, equipment and solution principles.

Student recognizes and knows how to define different ways of establishing a building. In addition, student recognizes the most important drainage and frost protection measures related to foundation structures.

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

Student knows the main legislation on traffic lanes, classification principles and knows how to interpret street plan drawings. Student can tell about the structural solutions of the streets and describe the equipment and equipment infrastructure of the streets. Student recognizes the technical basics of street driving and can explain the special needs of walking, cycling, public transport and parking.

Student knows the water supply systems of communities and can describe their materials and construction methods.

In addition to recognizing the basic concepts, student knows soil types and the most important geotechnical properties of soil types.

Student completed the required exercises well.

Assessment criteria, excellent (5) (course unit)

Student has mastered the key legislation on traffic lanes, classification principles and can interpret street plan drawings. The student can explain the structural solutions of the streets and knows the equipment and equipment infrastructure of the streets. Student understands the basics of street driving and can justify the special needs of walking, cycling, public transport and parking.

Student can explain the water supply systems of communities and understand their meaning.
Student knows the design principles and construction methods of water supply networks, as well as the key quality requirements of construction.

In addition to the previous ones, the student has a good understanding of the factors that influence the choice of the way to establish a building. Student also knows how to assess the risks related to the work stages of the foundation building and knows how to manage risks.

Assessment scale

0-5

Objectives (course unit)

Student knows how to work in a multidisciplinary and cross-cultural design team and understands his own design solution as part of a wider entity.

Student knows how to acquire information as a basis for planning a regional plan. He understands the importance of infrastructure as a part of low-carbon planning. He understands the importance of preserving biodiversity and ecological factors as part of regional planning.

Student understands the complexity that planning faces when the planning area is part of an existing urban structure. He knows how to consider public participation as part of the planning process.

Student can design a simple area plan and produce the related drawings. The student can present a plan and justify the design solutions made.

Content (course unit)

Basics of architecture and housing design.
Use of information sources and acquisition of information.
Preparation of the regional plan using the digital information model and preparation of the presentation material as a group work.
Presentation of the regional plan

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

The student has difficulties in grasping the basic ideas of the subject and therefore applying the learned topics into practice is difficult. In the exercises, the argumentation is fumbling and there are gaps in the previously learned knowledge. There are clear flaws in the plans produced during the course.

Activity in the course and assignments is weak or satisfactory. The student knows how to work in a group.

The student knows how to give and receive feedback, but no development can be seen in the design task. He examines and evaluates things from his own point of view.

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

Student understands the basic ideas of the subject of the course and knows how to apply learned topics into practice, and can professionaly explain the reasons and consequences of the choices made in the exercises. The produced plans are in accordance with the instructions, clear and understandable.

Activity in the course and assignments is good. Work proceeds consistently during the course and based on the guidance and feedback received. The student knows how to co-operate in responsilbe way and he is ready to develop his interaction skills.

Student knows how to give and receive feedback actively and constructively. He examines and evaluates topics from both his own and the local community's point of view.

Assessment criteria, excellent (5) (course unit)

Student understands the topics taught in the course as well as ones learned previously and knows how to apply what he has learned insightfully to practical work. The student can professionally explain and justify the reasons and consequences of the choices made in the exercises. The produced plans are in accordance with the instructions, clear and understandable.

The work progresses consistently during the course and the student has made commendable use of the guidance and feedback he received in it.

The student has participated actively and constructively in the teaching. He knows how to co-operate responsibly, committedly, flexibly and constructively and develops both his own and the group's interaction.

The student systematically uses the feedback as a tool for his own and his community's professional growth. He examines and evaluates himself as well as the community or work group in which he works in his professional field.

Location and time

see moodle

Exam schedules

no exam

Assessment methods and criteria

see course evaluation criteria

Assessment scale

0-5

Teaching methods

communal learning
lectures
team work

Learning materials

see moodle

Student workload

about 27 h / credit

Content scheduling

see moodle

Completion alternatives

no

Practical training and working life cooperation

-

International connections

co-operation with ENVE - international students included
working language English with international teams

Further information

student is supposed to keep book about his/her working hours

Objectives (course unit)

Students know factors affecting life cycle economy of construction. Students master the key assessment and steering methods used to define effects of construction investments and later decisions. Students are also introduced to classification tools and environmental certificates.
After the course, students can make needed life cycle economic reports as team members.

Content (course unit)

Life cycle economy factors and tools in construction
Life cycle reports at different design and construction phases Direction of design from the life cycle viewpoint
Life cycle reports in building use, renovation and going out of use

Assessment scale

0-5

Objectives (course unit)

The student is able to plan and schedule a working-life based bachelor´s thesis work and set goals for it. He can define his work load in a joint project. The student recognises the special characteristics of the project and the required background information. He is able to evaluate and select the necessary information acquisition and analysis methods and theories and plan the documentation of the project.

Content (course unit)

Research and development methods. The student collects background information for the final thesis project. The student plans the final thesis project (implemented individually or in a group), and makes a research plan for a written part of the Bachelor's Thesis.

Assessment scale

0-5

Objectives (course unit)

Students can assess their competence from the viewpoint of working life demands and set objectives for their studies and professional development. Students can apply theory into practice. Students can the important working life rules and practices, such as agreement on employment relationship, teamwork, and scheduling. Students can observe and analyse working culture and working life practices.

Content (course unit)

Students acquire a practical training place and make objectives for it. They prepare the training agreement in advance with the supervising teacher. During the practical training, students write a diary and document their duties. After the practical training, students make a report on the practical training to the supervising teacher. The report is also included into the portfolio.

Assessment scale

0-5

Objectives (course unit)

Students can assess their competence from the viewpoint of working life demands and set objectives for their studies and professional development. Students can apply theory into practice. Students can the important working life rules and practices, such as agreement on employment relationship, teamwork, and scheduling. Students can observe and analyse working culture and working life practices.

Content (course unit)

Students acquire a practical training place and make objectives for it. They prepare the training agreement in advance with the supervising teacher. During the practical training, students write a diary and document their duties. After the practical training, students make a report on the practical training to the supervising teacher. The report is also included into the portfolio.

Assessment scale

0-5

Objectives (course unit)

Students can assess their competence from the viewpoint of working life demands and set objectives for their studies and professional development. Students can apply theory into practice. Students can the important working life rules and practices, such as agreement on employment relationship, teamwork, and scheduling. Students can observe and analyse working culture and working life practices.

Content (course unit)

Students acquire a practical training place and make objectives for it. They prepare the training agreement in advance with the supervising teacher. During the practical training, students write a diary and document their duties. After the practical training, students make a report on the practical training to the supervising teacher. The report is also included into the portfolio.

Assessment criteria, pass/fail (course unit)

The approved internship has been carried out in accordance with the internship agreement and student has reported it in the agreed manner, for which more detailed instructions have been given. All the documents mentioned in the instructions have been returned.

Assessment scale

0-5

Objectives (course unit)

Student gets to know the various tasks in the building design industry and understands the work environment context required by building design.

Student deepens the knowledge and skills learned in the study courses in a real work environment

Content (course unit)

Internship is usually done as an assistant designer in a company in the design industry.

Internships can also be done in authority tasks, construction tasks or planning control tasks.

More detailed instructions in a separate training manual.

Assessment criteria, pass/fail (course unit)

The approved internship has been carried out in accordance with the internship agreement and the student has reported it in the agreed manner, for which more detailed instructions have been given. All the documents mentioned in the instructions have been returned and a seminar presentation has been held about the training.

Assessment scale

0-5

Objectives (course unit)

Student gets to know the various tasks in the building design industry and understands the work environment context required by building design.

student deepens the knowledge and skills learned in the study courses in a real work environment

Content (course unit)

Internship is usually done as an assistant designer in a company in the design industry.

Internships can also be done in authority tasks, construction tasks or planning control tasks.

More detailed instructions in a separate training manual.

Assessment criteria, pass/fail (course unit)

The approved internship has been carried out in accordance with the internship agreement and the student has reported it in the agreed manner, for which more detailed instructions have been given. All the documents mentioned in the instructions have been returned and a seminar presentation has been held about the training.

Assessment scale

0-5

Assessment scale

0-5

Objectives (course unit)

Students deepen their renovation competence.

Content (course unit)

The design project contents are group specific. The projects are made in pairs. If there is unpaired number of students, the group size is modified.

Continuous peer review and discussions with the teams and the teacher(s) have a key role in learning.

Location and time

The group agrees on team meetings and their time and place.

Exam schedules

No exam. Final seminar.

Assessment methods and criteria

TAMK's general evaluation criteria and peer evaluation of students among the group are followed.

Assessment scale

0-5

Teaching methods

Multidisciplinary cooperation project, individual and group work, work life mentor and teacher guidance, modelling.

Learning materials

Previously learned methods. Renovation information sessions and lectures as needed. Working life mentors and teachers for support.

Student workload

Course 4 credit. The student's workload is about 27 h / credit.

Content scheduling

Getting to know the repair planning site and surveying the client's wishes.
Starting cooperation with working life mentors.
Forming the composition of the multidisciplinary group and choosing the project managers (each design field has its own responsible student).
Holding team meetings regularly.
Acquiring initial data and exact measurements.
Object modeling.
Drafting of alternative solutions based on the spatial program obtained.
Producing project plan level drawings, plan model and visualization images.
Presentation of the product at the final seminar.

Completion alternatives

Is not.

Practical training and working life cooperation

Guest lecturers and working life mentors.

International connections

Lectures by exchange teachers if possible.

Further information

Independent project management and planning in the chosen repair project.

Objectives (course unit)

Students
- produce a finished thesis report and other thesis-related material as regards style and layout
- report, justify and assess thesis-related research methods, implementation and results in accordance with TAMK’s guidelines and research-ethical principles
- present and defend their thesis professionally and in a theoretically justified manner
- give constructive feedback as a peer reviewer
- can communicate in a matter-of-fact style in Finnish, Swedish or English in accordance with the thesis requirements

Content (course unit)

Course is accepted when at least publication of the written report is published, plagiarism check and maturity test accepted.

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

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

Course is accepted when the theses has been published along TAMK's guidelines, plagiarism has been checked, maturity test and other assignments agreed in the degree programme have been accepted.

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

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

Course is accepted when the theses has been published along TAMK's guidelines, plagiarism has been checked, maturity test and other assignments agreed in the degree programme have been accepted.

Assessment criteria, excellent (5) (course unit)

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

Course is accepted when the theses has been published along TAMK's guidelines, plagiarism has been checked, maturity test and other assignments agreed in the degree programme have been accepted.

Assessment scale

0-5

Objectives (course unit)

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

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

Content (course unit)

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

Assessment criteria, pass/fail (course unit)

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

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

Assessment scale

0-5

Objectives (course unit)

Students learn to know interior and exterior surface treatment and cladding materials and their requirements for foundation and finished surfaces. They can make choices and comparisons and related plans.

After the course, students can make paint reports and detailed cladding designs.

Content (course unit)

Sanitary facilities and their design
Screeds and plastering, repair of facade plastering Surfacing of concrete floors and floorings
Paints and mass surfacing
Interior and exterior timber cladding

Assessment scale

0-5

Objectives (course unit)

The course is for native Finnish speakers only.

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

Content (course unit)

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

Further information (course unit)

The course is for native Finnish speakers only.

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

Evaluation criteria in Finnish only.

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

Evaluation criteria in Finnish only.

Assessment criteria, excellent (5) (course unit)

Evaluation criteria in Finnish only.

Assessment scale

0-5

Objectives (course unit)

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

Content (course unit)

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

Prerequisites (course unit)

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

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

Students learn to know the global history of architecture.
After completing the course, students understand the effects of different architectural elements on the whole and can relate architecture to the historical context.
Students understand what architecture consists of, recognise architectural styles and can classify different fields of architecture.
Students know the effects of architecture on the society.

Content (course unit)

Basics of architecture
Global history of architecture
Architectural theories of different ages
Basics of construction engineering history
Architecture and society

Assessment scale

0-5

Objectives (course unit)

Students learn to know the history and theory of modern architecture and the history of Finnish and Nordic architecture.

Students know the effects of architectural theories on the history and present day of architecture. After completing the course, students can read different time layers of architecture.

Students can form their own conception of architecture and justify their architectural views. Students can apply architectural theory into practice. Students can apply the requirements of ecology and sustainable development in architectural design.

Content (course unit)

History and theory of modern architecture
History of Finnish and Nordic architecture
Architectural theories and their practical effects
Creation of architectural wholeness
Architectural criticism

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

Student recognizes the stylistic periods of the history of contemporary architecture, but there are still gaps in understanding the whole. Competence screens show gaps in competence.

Activity in the course and assignments is moderate.

Student takes responsibility for his own performance. He examines and evaluates things from his own point of view.

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

Student understands and structures the stylistic development of the history of contemporary architecture and the historical environment well, knows how to distinguish the characteristic features of the style and applies what he has learned comprehensively to exercises and demonstrations of competence.

Activity during the course and assignments are good and constructive.

Student takes responsibility and commits not only to his own activities but also to the activities of the group. He knows how to cooperate responsibly and is ready to develop his interaction skills. He examines and evaluates things from both his own and the local community's point of view.

Assessment criteria, excellent (5) (course unit)

Student can expertly explain and present the continuum of the history of contemporary architecture and analyze the historical environment. He understands the causes and consequences of the context of the history of architecture and general history and knows how to apply what he has learned insightfully to both practice tasks and other demonstrations of competence.

Student has participated in the teaching in an active, committed and constructive manner.

Student systematically uses feedback as a tool for his own and his community's professional growth. He knows how to cooperate responsibly, flexibly and constructively. He examines and evaluates himself as well as the community or work group in which he works in his professional field.

Assessment scale

0-5

Objectives (course unit)

After completing the course, students know regulations and guidelines related to compact urban environment. Students can design quarter of blocks of flats of high architectural quality and produce the related architectural designs and documents.

Students can work as members of the design team.

After completing the course, students know the basics of town planning. Students deepen their knowledge of zoning and town planning history. Students learn to apply community planning and zoning regulations and guidelines.

Students understand the ecological viewpoint of town planning.
Students understand the effect of community planning on the townscape.

Students can do simple zoning in urban environment and produce related designs and documents. Students can consider communal technical systems in design. Students understand the cost effects of zoning.

Content (course unit)

Construction legislation and guidelines.
Operation of design teams.
Architecture and history of urban quarters.
Different types of housing.
Quarter design and building code.
Project work.

Community planning in practice
Effects of community planning laws, decrees and regulations on design
Ecological town planning
Zoning and technical systems of communities
Zoning and related cost effects

Exam schedules

Exam or Moodle exam in December.

Assessment methods and criteria

The student has difficulties in identifying the topic ideas. Assignments are uncertain and there are lacks in previously learned information. The activity of the student is satisfactory or poor. The student can work in a group and make their own contribution to the work of the group.

Assessment scale

0-5

Teaching methods

Group work
Guest lectures
Seminars
The material is in digital form in Moodle
Design with ArchiCad-design program
Exam

Learning materials

Will be notified during the course

Student workload

The student's work is 27 h/CR

Content scheduling

The construction legislation and guidelines
Construction of the planning group
Concrete casting mould in laboratory
Block types and their history
Different forms of housing
District plan and construction guideline
Project work, apartment house planning in practice.
Exam
Apartment house planning on the impact of the provisions of the laws, regulations and planning.

Completion alternatives

None

Practical training and working life cooperation

Guest lectures, as far as possible.

International connections

Guest lectures as far as possible.

Further information

The required student skills: the teachers valuate, whether student's capacity is sufficient to run the course.

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

The student has difficulties in identifying the topic ideas. Assignments are uncertain and there are lacks in previously learned information. The activity of the student is satisfactory or poor. The student can work in a group and make their own contribution to the work of the group.

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

The student has difficulties in identifying the ideas of the course topics. Therefore, it is difficult to apply the practical work. Assignments are uncertain and there are lacks in previously learned information.
During the course the plans have noticeable flaws. The activity of the students is satisfactory or poor. The student can work in a group.
The student can give and receive feedback, but the design task is not visible in the development of it.
The student takes responsibility for own performance. The student will examine and evaluate the things from own perspective

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

The student becomes familiar with the basic ideas of the course topics and structure and can apply it to the practical work, as well as explain the reasons for the selections in the training work and professional consequences.
The activity, schedule management and teamwork skills are good. Work is progressing during the course consistently and student develops it based on the guidance and feedback received.
The student can give and receive feedback and plays in an active and constructive role. Student takes responsibility and agree to your activity, but also the activities of the group. The student can work together in a responsible manner and is ready to develop interpersonal skills. Student will examine and evaluate things, as well as on their own that a community-based perspective.

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

The student become familiar with the studies taught before, as well as lessons learned in the past, can apply it to practical work. The student can explain and justify the expertise and professional training at work, the causes and consequences of choices.
The student has been involved in teaching and in the group work actively and with commitment. Work is progressing during the course consistently and student has made use of the attention it receives guidance and feedback. Training job scheduler is in control.
The student uses feedback systematically as an instrument of their own and their community's professional growth. Student knows how to work together in a responsible manner, in a flexible and constructive manner. Student evaluates himself as well as the community complex and professional field.

Objectives (course unit)

Students learn the basics of composition and theory of colours as well as image processing, rendering and desktop publishing programs.

After completing the course, students can illustrate design contents by means of visualisation. Students understand the meaning of artistic expression as a part of architectural design.

Students can use and combine colours in architectural design. Students master diverse IT presentation techniques.

Content (course unit)

Basics of composition
Theory of colours
Image processing and desktop publishing programs

Assessment scale

0-5

Assessment scale

0-5

Objectives (course unit)

Student can design a simple building and produce related drawings.

Student knows things related to the architectural design of a simple building, building materials and structures.

Student knows how to take into account the carbon footprint related to leisure living, ecological thinking and the circular economy.

Content (course unit)

Basics of architectural design.
Use of design information sources and acquisition of information.

Making sketch drawings of a simple building.
Getting to know building materials and structures.

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

Student has difficulties in grasping the basic ideas of the subject and therefore applying learned topics into practice is difficult. Arguments in exercises are fumbling and there are gaps in the previously learned knowledge, too. There are clear flaws in the plans produced during the course.

Activity in the course and assignments is weak or satisfactory.

The student knows how to give and receive feedback, but no development can be seen in the design task. He examines and evaluates things from his own point of view

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

Student understands the basic ideas of the subject of the course and knows how to apply learned topics into practice, and can explain the reasons and consequences of the choices made in the exercises. The produced plans are in accordance with the instructions, clear and understandable.

Activity in the course and assignments is good. Work progresses consistently during the course and based on the guidance and feedback received.

Student knows how to give and receive feedback actively and constructively. He examines and evaluates things from both his own and the local community's point of view.

Assessment criteria, excellent (5) (course unit)

Student understands the topics taught in the course as well as ones learned previously and knows how to apply his knowledge insightfully to practical work. Student can expertly explain and justify the reasons and consequences of the choices made in the exercises. The produced plans are in accordance with the instructions, clear and understandable.

The work progresses consistently during the course and the student has made commendable use of the guidance and feedback he received in it.

Student has participated actively and constructively in the teaching.

Student systematically uses the feedback as a tool for his own and his community's professional growth. He examines and evaluates himself as well as the community or work group in which he works in his professional field.

Location and time

announced in moodle

Exam schedules

no lectures

Assessment methods and criteria

announced in course evaluation criteria

Assessment scale

0-5

Teaching methods

Exercises
Lectures
Communal learning
Independent learning

Learning materials

lectures

Student workload

about 27 h / credit

Content scheduling

moodle

Completion alternatives

no alternative ways

Practical training and working life cooperation

-

International connections

-

Further information

exercise must be presented to teachers during the process, otherwise the course performance will be rejected

Objectives (course unit)

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

Content (course unit)

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

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

The students will learn to analyse built environment and its operating constraints.
The students know the demands and the relevant legislation which the disabled place on the environment.
The students learn to solve environmental problems in traditional and innovative ways.

The students are able to apply the principles of the building sector in order to promote accessibility.
The students are able to solve construction-related accessibility problems in the design, construction and modification stages.

Content (course unit)

The built environment, the most common operating constraints.
Legislation and guidelines to promote and demand barrier-free environment.
Properties and characteristics of an accessible environment.
Building Services and DFA.
Construction process and construction contract practices and channels of influence.
Environmental visions for barrier-free residential environment.
Design for all thinking.

Prerequisites (course unit)

Basic knowledge of building or building design.

Location and time

On Fridays 8.3., 15.3. (contact), 22.3., 5.4., 12.4. and final seminar on 26.4. at 9-16.

Exam schedules

Course performance will be evaluated by exercises and activity of student both in lectures and in virtual learning environment (moodle).

Assessment scale

0-5

Teaching methods

Self study
Lectures and assignments
Peer reviews
Seminar

Learning materials

Accessibility Survey of Built Environment (by the Finnish Association of People with Physical Disabilities)
Finnish Land Use and Building Act

Content scheduling

Introduction to accessible design and legislation
Basic information about accessibility and measurements
Accessibility in apartments, public buildings and exteriors
Accessibility provided by building services
Information about limitations of human functions
Building project and accessible design
Final seminar

Completion alternatives

No alternative ways

Practical training and working life cooperation

Considered case by case

International connections

1 credit - 27 hours of student's work

Objectives (course unit)

Students learn nZEB building and related requirements. They learn to consider nZEB building in all designs. Students deepen their competence in working as design team members.

The course is mainly implemented as project work in multiprofessional teams.

Content (course unit)

The course is implemented jointly for student groups in construction architecture, construction site management, and building services engineering.

The zero energy building requirements have not been defined yet in Finland and Europe. All new buildings have to be almost zero energy buildings by 2021. The course contents will be specified when the national definitions and requirements have been set.

Assessment scale

0-5

Objectives (course unit)

After completing the course, students know regulations and guidelines related to blocks of flats and their structures. Students can design blocks of flats of high architectural quality to urban environment and produce the related architectural designs and documents.

Students know the different HVAC and energy solutions of blocks of flats. Students can choose construction materials and structural systems for blocks of flats. Students can assess the effects of diverse structures on design of blocks of flats.

Students can deliver information needed for cost accounting and understand what construction costs consist of.

Students can work as members of the design team.

Content (course unit)

Construction legislation and guidelines.
Architectural designs for blocks of flats.
Architects’ working plans on blocks of flats.
Structural systems of blocks of flats and their selection and effects on design.
HVAC and energy solutions of blocks of flats.
Cost accounting for blocks of flats as regards architectural design.
Operation of construction design teams.

Assessment scale

0-5

Objectives (course unit)

Students learn to know basics of renovation and its key procedures. They know history of buildings and structures and can use the information as bases for design. They know the common damage phenomena and dangerous and harmful construction materials in the renovated building stock. Students are introduced to ordinary renovation solutions.

After the course, students can plan small renovations. The focus is on 20th-century buildings.

Content (course unit)

History of building stock
Key construction parts and materials in building stock
Damages and resistance of structures
Asbestos and harmful substances
Renovation design

Assessment scale

0-5

Objectives (course unit)

Students can design a BIM model of a one-family houses of architectonically high quality taking into consideration the environment and legislation as well as local regulations. Students can produce designs for one-family houses.

After completing the course, students know regulations and guidelines concerning one-family houses. Students can select appropriate construction materials and structures for one-family houses and take into consideration the space reservation for building services.

Students learn housing and building design, sizing and furnishing, as well as housing design legislation and local regulations.

Students can design according to room schedule a small scale public building in a design team. They can design using building information model application.

Content (course unit)

Architecture and history of residential and small scale buildings
Construction laws, decrees and regulations
Design drawings.
HPAC and energy solutions as regards architectural design

Location and time

According to schedule.

Exam schedules

Will be informed if needed

Assessment methods and criteria

Activity during the course. Compulsory 80 % attendance in teaching sessions. Mid- or final critic seminars compulsary. If student is not able to be present he must prove a very important reason for absence.
Self evaluation, teacher's oral evalution ja peer review in critic seminars.
Grade 0 - 5 according to student's skills. Delayed submission or missing mid submissions will lower the grade.

Assessment scale

0-5

Teaching methods

Project based case study.
During the course students compose project work based on previous study project.
Desing competition.
Lectures, project seminars, critic seminars.

Learning materials

Announced during the course

Student workload

The scope of the course is 87 credits. Students' working load is approximately 27 hours per credit.

Content scheduling

Will be informed during the course.

Completion alternatives

No alternative ways

Practical training and working life cooperation

Possible visitor lecturers

International connections

International exchange teachers used if possible

Further information

Prerequisite: courses Basics of Architecture, Basics of Design Work, Design Project 1 and Area Design Project or adequete skills according to teachers estimation
Moodle environment Moodle will be used as material bank

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

Student has lot of absences. Poor activity during lessons.
Student cannot figure the main ideas of design work or apply the design knowledge to practice. The entity shows that he has not really entered the course information at all.

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

Student has lot of absences. Poor activity during lessons.
Student has difficulties in figuring the main ideas of design work and applying the design knowledge to practice. Submissions show the poor design knowledge and lack of earlier learned issues.

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

Student has only few absences. He has been active and constructive during lessons. Working with assignments goes on consictently. Students figures the main ideas of design work and is able to apply learned issues to practice. He can explain the choices made in a professional way.

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

Student has been active and constructive during lessons. Students figures the main ideas of design work and is able to apply learned issues to practice in a creative and multiple way. He can explain the choices made in a professional way.

Objectives (course unit)

Students learn to know the history and theory of modern architecture and the history of Finnish and Nordic architecture.

Students know the effects of architectural theories on the history and present day of architecture. After completing the course, students can read different time layers of architecture.

Students can form their own conception of architecture and justify their architectural views. Students can apply architectural theory into practice. Students can apply the requirements of ecology and sustainable development in architectural design.

Content (course unit)

History and theory of modern architecture
History of Finnish and Nordic architecture
Architectural theories and their practical effects
Creation of architectural wholeness
Architectural criticism

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

Student recognizes the stylistic periods of the history of contemporary architecture, but there are still gaps in understanding the whole. Competence screens show gaps in competence.

Activity in the course and assignments is moderate.

Student takes responsibility for his own performance. He examines and evaluates things from his own point of view.

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

Student understands and structures the stylistic development of the history of contemporary architecture and the historical environment well, knows how to distinguish the characteristic features of the style and applies what he has learned comprehensively to exercises and demonstrations of competence.

Activity during the course and assignments are good and constructive.

Student takes responsibility and commits not only to his own activities but also to the activities of the group. He knows how to cooperate responsibly and is ready to develop his interaction skills. He examines and evaluates things from both his own and the local community's point of view.

Assessment criteria, excellent (5) (course unit)

Student can expertly explain and present the continuum of the history of contemporary architecture and analyze the historical environment. He understands the causes and consequences of the context of the history of architecture and general history and knows how to apply what he has learned insightfully to both practice tasks and other demonstrations of competence.

Student has participated in the teaching in an active, committed and constructive manner.

Student systematically uses feedback as a tool for his own and his community's professional growth. He knows how to cooperate responsibly, flexibly and constructively. He examines and evaluates himself as well as the community or work group in which he works in his professional field.

Assessment scale

0-5

Objectives (course unit)

Student knows how to work in a multidisciplinary and cross-cultural design team and understands his own design solution as part of a wider entity.

Student knows how to acquire information as a basis for planning a regional plan. He understands the importance of infrastructure as a part of low-carbon planning. He understands the importance of preserving biodiversity and ecological factors as part of regional planning.

Student understands the complexity that planning faces when the planning area is part of an existing urban structure. He knows how to consider public participation as part of the planning process.

Student can design a simple area plan and produce the related drawings. The student can present a plan and justify the design solutions made.

Content (course unit)

Basics of architecture and housing design.
Use of information sources and acquisition of information.
Preparation of the regional plan using the digital information model and preparation of the presentation material as a group work.
Presentation of the regional plan

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

The student has difficulties in grasping the basic ideas of the subject and therefore applying the learned topics into practice is difficult. In the exercises, the argumentation is fumbling and there are gaps in the previously learned knowledge. There are clear flaws in the plans produced during the course.

Activity in the course and assignments is weak or satisfactory. The student knows how to work in a group.

The student knows how to give and receive feedback, but no development can be seen in the design task. He examines and evaluates things from his own point of view.

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

Student understands the basic ideas of the subject of the course and knows how to apply learned topics into practice, and can professionaly explain the reasons and consequences of the choices made in the exercises. The produced plans are in accordance with the instructions, clear and understandable.

Activity in the course and assignments is good. Work proceeds consistently during the course and based on the guidance and feedback received. The student knows how to co-operate in responsilbe way and he is ready to develop his interaction skills.

Student knows how to give and receive feedback actively and constructively. He examines and evaluates topics from both his own and the local community's point of view.

Assessment criteria, excellent (5) (course unit)

Student understands the topics taught in the course as well as ones learned previously and knows how to apply what he has learned insightfully to practical work. The student can professionally explain and justify the reasons and consequences of the choices made in the exercises. The produced plans are in accordance with the instructions, clear and understandable.

The work progresses consistently during the course and the student has made commendable use of the guidance and feedback he received in it.

The student has participated actively and constructively in the teaching. He knows how to co-operate responsibly, committedly, flexibly and constructively and develops both his own and the group's interaction.

The student systematically uses the feedback as a tool for his own and his community's professional growth. He examines and evaluates himself as well as the community or work group in which he works in his professional field.

Location and time

see moodle

Exam schedules

no exam

Assessment methods and criteria

see course evaluation criteria

Assessment scale

0-5

Teaching methods

communal learning
lectures
team work

Learning materials

see moodle

Student workload

about 27 h / credit

Content scheduling

see moodle

Completion alternatives

no

Practical training and working life cooperation

-

International connections

co-operation with ENVE - international students included
working language English with international teams

Further information

student is supposed to keep book about his/her working hours

Objectives (course unit)

The students gain an understanding of the material properties and working methods used with concrete, so that they are able to take the demands of concrete into consideration when designing structures, production, production management and structural inspections. The students understand the uniqueness of concrete work.

Content (course unit)

The usages of concrete, components, properties, defining consistence, quality technology of manufacturing concrete.

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

Student knows the basics of the course and understands the key concepts of concrete technology, and knows the main points of the topics discussed in the lectures and in the laboratory.

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

In addition to the previous one, student can apply the topics of the course in different situations, justifying the solutions. In addition, he understands the terms and visual aspects of the material.

Assessment criteria, excellent (5) (course unit)

In addition to the above, student has a comprehensive understanding of the subjects of the course and the material theory of concrete, as well as an understanding of their connection to the professional field as a whole. In addition, he is able to justify the causes, consequences and solutions of various technical and visual challenges of the material.

Assessment scale

0-5

Objectives (course unit)

Student knows how to calculate the usual loads on buildings according to the Eurocode.

Students learn to understand the fundamentals of statistics. They can draw the free-body diagrams of a particle and a rigid body and with them calculate the normal force using the balance equation. They understand what different forces mean and are able to define the stress diagram of a straight, simple beam.

Content (course unit)

Loads on buildings.

The basic concepts of statics: basic laws of mechanics and force vectors. Resultant and components affecting a particle and its balance. Reducing the force system of a rigid body, load, support, structure model, balance, support reactions and strain.

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

Student knows how to use the basics included in the course and solve simple applications that are similar to the tasks covered.

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

In addition to the previous one, student can apply the subjects of the course to different situations and can justify the solutions.

Assessment criteria, excellent (5) (course unit)

In addition to the previous one, student has a comprehensive understanding of the subjects of the course and their use in solving problems, as well as the ability to present and justify the logically chosen solution methods.

Assessment scale

0-5

Objectives (course unit)

Students know conventional block, masonry or concrete frames of small houses: structures used in external walls and upper floors. Students also acquaint themselves with energy efficient building design. Structures are both in situ built and prefabricated constructions.

Students know conventional loadbearing wall constructions, structures and building materials used in block structured small houses. Students recognize basic foundation techniques and joints between building envelope and foundation structures. Students adopt skills to apply learned things to design work.

Students know basics of principles of energy efficient building.

Students can compose production drawings to one family house.

Content (course unit)

Block and concrete structures, external walls, roofs, upper floors and floors. Used dimensioning systems. Conventional in-situ cast constructions in small houses. Joints of structures.

Building materials: bricks, blocks and other products used in masonry and block work. Metal products and natural stone. Hollow-core slabs and composite slabs in small houses.

Special features of energy efficient small houses.

Students compose dimensioned working drawings for the small houses designed by students themselves.

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

Student has a weak understanding of the structures of the small house and the characteristics of building materials and quality factors included in the course. There are clear gaps in the displays of student competence.

Activity during the course and assignments are satisfactory or weak, and getting deeper into the exercises is superficial.

The student takes responsibility for his own performance.

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

Student knows the structures of the small house included in the course and the properties of the related building materials. He understands the quality factors of construction, devotes himself to practice work, and demonstrates his good skills in skill demonstrations.

Activity in lectures and assignments is good. Work progresses consistently during the course. Student knows how to cooperate responsibly and is ready to develop his interaction skills

Assessment criteria, excellent (5) (course unit)

Student comprehensively understands and knows the small house structures, characteristics of building materials, differences and quality factors included in the course. Student devotes himself deeply to the exercises and actively applies what he has learned to them. He demonstrates his commendable skills in skill displays

Student has participated actively and constructively in the teaching. He knows how to cooperate responsibly, flexibly and with commitment and develops both his own and the group's interaction.

Assessment scale

0-5

Objectives (course unit)

Student gets to know the various tasks in the building design industry and understands the work environment context required by building design.

Student deepens the knowledge and skills learned in the study courses in a real work environment

Content (course unit)

Internship is usually done as an assistant designer in a company in the design industry.

Internships can also be done in authority tasks, construction tasks or planning control tasks.

More detailed instructions in a separate training manual.

Assessment criteria, pass/fail (course unit)

The approved internship has been carried out in accordance with the internship agreement and the student has reported it in the agreed manner, for which more detailed instructions have been given. All the documents mentioned in the instructions have been returned and a seminar presentation has been held about the training.

Assessment scale

0-5

Assessment scale

0-5

Objectives (course unit)

Student is able to observe and study his or her living environment and visual culture. Student alalyzes images in media critically. Student is able to present his observations and interpretations by using drawings and photographs.

Content (course unit)

The course consists of exercises executed in groups or individually. In model drawing section of the course student will learn to observe scales and tones as well as using line as a way of expression. By taking photographs student will learn critical perception of environment. Additionally, during the course student will introduce oneself to applied utilization of fine arts.

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

Student knows how to observe his surroundings and transform his observations into photographs and drawings, but his work is vague or mannered.

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

Student makes analytical observations of his environment and his work is new, creative and inventive.

Assessment criteria, excellent (5) (course unit)

Student's observations of his environment are analytical and weighted. He knows how to turn his observations into structured photographs and drawings. Student has an excellent command of the basic techniques of photography and drawing.

Assessment scale

0-5

Assessment scale

0-5

Objectives (course unit)

Student knows the basics of CAD / BIM.

Student knows how to use the application used for Building Information Modeling of building design in accordance with general BIM requirements and in an ifc-compatible manner.

After completing the course, student will be able to use information modeling applications in building design from the sketch phase to implementation.

Student knows how to use the various visualization and layout features of information modeling applications in presenting their plans.

Content (course unit)

General BIM requirements
Use of the program used in building design in study projects
Assignment (BIM)

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

Student has achieved basic skills in the subject area. He often does not solve the IT challenges that come up by himself, but relies on help.

There are deficiencies or errors in the BIM model returned as an exercise.

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

Student has comprehensive knowledge of the subject area. Student mainly copes independently in challenging situations related to information technology.

The BIM model returned as an exercise has only a few flaws or errors.

Assessment criteria, excellent (5) (course unit)

Student works with the discussed software in an almost professional manner and is capable of an almost professional-level conversation.

Student is an active actor in learning situations and, if necessary, helps others by solving their problem situations. He is able to search for additional information independently.

The BIM model returned as an exercise is almost flawless.

Location and time

see moodle

Exam schedules

no exam

Assessment methods and criteria

see course evaluation criteria

Assessment scale

0-5

Teaching methods

communal learning
lectures
continuing exercise

Learning materials

see moodle

Student workload

about 27 h / credit

Content scheduling

see moodle

Completion alternatives

no alternative ways

Practical training and working life cooperation

-

International connections

-

Further information

evaluation done by submission of BIM model
BIM model proceeds along the course Design Project 2

Objectives (course unit)

Student knows the classifications of urban traffic routes, related legislation and street plan levels, and knows how to interpret street plan drawings. He has gotten to know the streets both as an infrastructure and as a multi-use space for different modes of transportation and different functions, and as a location for municipal technical networks. The student knows the organization principles of the community's water supply and can interpret water supply drawings.

Student knows soil types and the typical geotechnical properties of different soil type groups. He also knows the different forms of groundwater and the importance of groundwater in construction. The student knows how to use the field's data materials and is familiar with ground survey documents and the soil and bedrock data of the plans.

Student knows the foundation methods of buildings (soil-based, rock-based or pile foundation) and their selection criteria. The student can identify the risk factors related to the work phases of earth and foundation structures (e.g. trenches) and their effects on the design and construction process.

Content (course unit)

Legislation, administration, classification, planning system and technical bases of traffic lanes. Special needs for walking, cycling, public transport and parking. Street structure and equipment and equipment infrastructure. Street plan drawings and markings. Water supply structures, equipment and solution principles.

Naming of soil types, characteristics and their research methods. Instructions and regulations regarding foundation construction. Establishment methods and their selection criteria. Principles of frost protection and drying. Risky work stages in the construction industry.

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

Student knows how to name the legislation that is central to traffic lanes, can tell about the classification of traffic lanes, and can interpret street plan drawings. Student can describe the street structure and list the equipment and equipment infrastructure of the streets. Student recognizes the special needs of walking, cycling, public transport and parking.

Student knows how to organize water supply in communities and can list water supply structures, equipment and solution principles.

Student recognizes and knows how to define different ways of establishing a building. In addition, student recognizes the most important drainage and frost protection measures related to foundation structures.

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

Student knows the main legislation on traffic lanes, classification principles and knows how to interpret street plan drawings. Student can tell about the structural solutions of the streets and describe the equipment and equipment infrastructure of the streets. Student recognizes the technical basics of street driving and can explain the special needs of walking, cycling, public transport and parking.

Student knows the water supply systems of communities and can describe their materials and construction methods.

In addition to recognizing the basic concepts, student knows soil types and the most important geotechnical properties of soil types.

Student completed the required exercises well.

Assessment criteria, excellent (5) (course unit)

Student has mastered the key legislation on traffic lanes, classification principles and can interpret street plan drawings. The student can explain the structural solutions of the streets and knows the equipment and equipment infrastructure of the streets. Student understands the basics of street driving and can justify the special needs of walking, cycling, public transport and parking.

Student can explain the water supply systems of communities and understand their meaning.
Student knows the design principles and construction methods of water supply networks, as well as the key quality requirements of construction.

In addition to the previous ones, the student has a good understanding of the factors that influence the choice of the way to establish a building. Student also knows how to assess the risks related to the work stages of the foundation building and knows how to manage risks.

Assessment scale

0-5

Objectives (course unit)

Student can
• find out the basic needs of the users of the facilities and the community, which can be satisfied with building technology systems
• identify the role of building technology in the essential goals of the different stages of the planning process and the necessary exchange of information, and act cooperatively (cooperation, coordination) in the planning group
• identify key technical building systems and their operating principles (heating, ventilation, water and sewerage and electricity systems and their connections to community networks)
• interpret building engineering plans, i.e. knows terminology and drawing symbols and can understand space needs etc. from the plans, which affect other planning, construction and maintenance of facilities

Content (course unit)

Building technology as part of sustainable construction and its role as part of the built environment, as an enabler of indoor conditions and the importance of building technology for functionality and safety, key legislation, basic building technology systems, their identification, documentation, space needs and visual impact. Basics of lighting technology, calculation and simulation, Energy-wise solutions, energy efficiency and the effect of different areas, the effect of aperture and sun protection, energy system change and future energy solutions. Coordination of planning.

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

Student knows how to name the most important technical building systems and uses of the building. Student recognizes the most important drawing symbols of building technical plans and interprets simple building technical plans satisfactorily. Student recognizes the main components of building technical systems.Student knows how to name regulations concerning building technical systems.

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

Student knows how to name the most important technical building systems and uses of the building. Student recognizes the most important drawing symbols of building technical plans and interprets simple building technical plans satisfactorily. Student recognizes the main components of building technical systems. Student knows how to name regulations concerning building technical systems.

Assessment criteria, excellent (5) (course unit)

Student can comprehensively name the building's technical systems and describe their operating principles. Student knows how to comprehensively interpret building technical drawings and plans and is able to evaluate the energy efficiency of the systems. Student knows how to apply the possibilities of building technology as part of architecture.

Assessment scale

0-5

Objectives (course unit)

Students can assess their competence from the viewpoint of working life demands and set objectives for their studies and professional development. Students can apply theory into practice. Students can the important working life rules and practices, such as agreement on employment relationship, teamwork, and scheduling. Students can observe and analyse working culture and working life practices.

Content (course unit)

Students acquire a practical training place and make objectives for it. They prepare the training agreement in advance with the supervising teacher. During the practical training, students write a diary and document their duties. After the practical training, students make a report on the practical training to the supervising teacher. The report is also included into the portfolio.

Assessment scale

0-5

Objectives (course unit)

Student participates the international architectural project of varying theme or / and content.

Content (course unit)

The content, execution and assignments of the course according to the selected theme of the project.

Prerequisites (course unit)

Suitable studies of construction engineering or architecture

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

Student has performed all sections of the course but oriented to the topics weakly. The performance in possible team work is passive. The quality of submissions is low compared to other teams and students. Reaching of the learning target is questionable.

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

Student has performed all sections of the course and oriented to the topics well and carefully. The performance in possible team work is active and co-operative. The quality of submissions is good. The performance and action durign the course show that student has reached the learning target.

Assessment criteria, excellent (5) (course unit)

Student has performed all sections of the course in an excellent way and oriented to the topics very carefully. The performance in possible team work is active and co-operative. The quality of submissions is excellent. The performance and action durign the course show that student has reached the learning target and is able to apply it in an innavative way.

Location and time

via Hanze UAS

Exam schedules

-

Assessment scale

0-5

Teaching methods

Blended intensive program teaching

Learning materials

via Hanze UAS

Student workload

4 credits

Content scheduling

According to course schedule

Completion alternatives

-

Practical training and working life cooperation

-

International connections

International project

Further information

Announced in course moodle

Objectives (course unit)

Student participates the international architectural project of varying theme or / and content.

Content (course unit)

The content, execution and assignments of the course according to the selected theme of the project.

Prerequisites (course unit)

Suitable studies of construction engineering or architecture

Assessment criteria, pass/fail (course unit)

Student has performed all sections of the course and oriented to the topics well and carefully. The performance in team work is active and co-operative. The quality of submissions is good. The performance and action durign the course show that student has reached the learning target.

Location and time

Virtual phase
Intensive week
Final procedure according to Erasmus rules

(will be announced separately)

Assessment scale

0-5

Teaching methods

Student participates the international architectural project of varying theme or / and content.

Student workload

27 hours / credit

Content scheduling

Virtual phase
Intensive week
Final procedure according to Erasmus rules

Completion alternatives

no alternative ways

International connections

International project together with partner universities

Objectives (course unit)

In this course, you will learn the basic math skills you need in your studies and working life.

After this course
• you recognize the mathematical notations related to the subject areas and know how to use the most important of them
• you know how to solve right angled and scalene triangles
• you can calculate the parts and areas of different plane patterns and the volumes and areas of different objects
• you know the concept of slope
• you know how to calculate the center of gravity of a level area and can solve tasks related to uniformity and scale
• you know how to solve basic vector problems in the plane
• you know the basic concepts of functions and recognize the typical properties of different functions
• you can solve equations related to basic functions and apply them in engineering problems
• you recognize the graphs of different types of functions, know how to use them and apply the topics in technical problems
• you know how to create a mathematical model of technology problems and you know how to apply it in the solution of the problem
• you are able to present and justify logically chosen solutions
• you know how to evaluate the reasonableness and correctness of the solutions you make

Content (course unit)

• Angle, angle units, slope
• Right triangle
• Areas of triangles and polygons
• Scalene triangle (sine and cosine theorem), Trigonometric functions in general
• Center of gravity of the plane area
• Uniformity and scale
• Circle theory (areas of parts of a circle and length of an arc)
• Spatial geometry (volumes and surfaces of 3D objects)
• Function and related concepts

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

Student
• knows how to solve right-angled and scalene triangles
• can calculate the surface areas of different plane patterns and the volumes of pieces
• knows the calculations of plane vectors
• can solve vector problems like the examples presented
• recognize the basic concepts of functions and the characteristics of different functions
• the presentations and justifications of the chosen solutions may be incomplete
• there may be shortcomings in evaluating the reasonableness and correctness of the solutions made

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

Student
• recognize the mathematical notations related to the subject areas and know how to use the most important of them
• knows how to solve an oblique triangle and can calculate the parts and areas of different plane patterns
• knows the calculations of plane and space vectors
• can solve basic problems of plane vectors and space vectors
• knows the basic calculations of matrices and knows some applications
• knows the basic concepts of functions and recognizes the typical properties of different functions
• recognize graphs of different types of functions
• knows the meaning of the parameters of the sine curve
• knows how to use and apply the topics in technical problems
• can create a mathematical model of technology problems and can apply it in the solution of the problem
• is able to present and justify logically chosen solutions
• knows how to evaluate the reasonableness and correctness of the decisions he makes

Assessment criteria, excellent (5) (course unit)

In addition to the previous one, the student has a comprehensive understanding of the subjects of the course and knows how to apply them to more demanding problems. The student has the ability to present and justify logically chosen solutions. Solutions are presented clearly and mathematical concepts are used precisely.

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

Assessment scale

0-5

Objectives (course unit)

The student is able to plan and schedule a working-life based bachelor´s thesis work and set goals for it. He can define his work load in a joint project. The student recognises the special characteristics of the project and the required background information. He is able to evaluate and select the necessary information acquisition and analysis methods and theories and plan the documentation of the project.

Content (course unit)

Research and development methods. The student collects background information for the final thesis project. The student plans the final thesis project (implemented individually or in a group), and makes a research plan for a written part of the Bachelor's Thesis.

Assessment scale

0-5

Objectives (course unit)

Students learn the basics of composition and theory of colours as well as image processing, rendering and desktop publishing programs.

After completing the course, students can illustrate design contents by means of visualisation. Students understand the meaning of artistic expression as a part of architectural design.

Students can use and combine colours in architectural design. Students master diverse IT presentation techniques.

Content (course unit)

Basics of composition
Theory of colours
Image processing and desktop publishing programs

Assessment scale

0-5

Objectives (course unit)

Students learn the basics and history of land use and community development. After the course, students understand the meaning of community planning as basis for architectural design. Students can analyse the community structure and produce documents to support architectural design. They understand the zoning system and zone levels, can read planning maps and recognise related markings.

Students can compose regional plan for small-house areas. Students can consider the landscape and environment as well as technical systems in architectural design. Students can make block, plot and yard layouts and related documents.

Content (course unit)

Basics and methods of analysing landscape and built environment
Basics of community planning
History of community planning
Zoning system, zone levels, planning maps and markings
Related laws, regulations and guidelines

English language studies are an integrated part of the course contents.

Location and time

Announced in moodle

Exam schedules

Announced in moodle

Assessment methods and criteria

Attendance and course assignments

Assessment scale

0-5

Teaching methods

Contact and on-line learning
Communitive and experimental learning
Project work
Team work

Learning materials

Announced in moodle

Student workload

27 h / credit

Content scheduling

Announced in moodle

Completion alternatives

No alternative ways

Practical training and working life cooperation

The project area is a real design area.

International connections

Suitable for exchange students.
One of the course seminares will be held in English.

Further information

Announced in moodle

Objectives (course unit)

After completing the course, students can consider the key physical and chemical factors and related requirements in building design. In addition, students know the effect of structural factors on the energy economy. Students can determine the most common heat insulations according to requirements. They know the key moisture phenomena and can apply them in their work.

Students can use silencing and sound insulation information in their work. Students know the key chemical phenomena related to construction materials and structures and can consider them in selecting materials and making designs.

Content (course unit)

Definitions of heat insulations and heat passage coefficients in basic cases
Air humidity
Moisture of construction materials and structures
Basic information on flows
Basics of sound engineering
Sound insulation and silencing
Basics of construction material chemistry and corrosion phenomena
Structural physics design

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

Student has difficulty grasping the basic ideas of the subject and therefore applying what has been learned to practical work is difficult. In the performance of the tasks, the reasoning is fumbling and there are deficiencies in the previously learned knowledge. The level of documentation of the tasks is modest.

Activity in contact classes and in the performance of tasks is weak.

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

Student understands the basic ideas of the subject of the course and knows how to apply what he has learned to practical work, and can explain the reasons and consequences of the choices made in the performance of tasks in a professional manner. The documentation of the tasks is of a standard level.

Activity in contact classes and in the performance of tasks is good. Work progresses consistently during the course.

Assessment criteria, excellent (5) (course unit)

Student understands the things taught in the course and previously learned and knows how to apply what he has learned versatilely and creatively to practical work. Student can explain and justify the reasons and consequences of the choices made in the performance of tasks in an expert and professional manner. The documentation of the tasks is of a professional level.

Student has participated actively and constructively in the teaching.

Assessment scale

0-5

Objectives (course unit)

The student knows how to prepare and deliver an expert presentation taking into account the situation and the recipients.
The student knows how to act interactively, goal-oriented and responsible in group situations.
The student develops his writing, presentation and group communication skills as part of his professional skills.

Content (course unit)

Features of text types necessary in studies and working life (e.g. memo and bulletin)
Basics of speech communication

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

The student has successfully completed all assignments and participated in the required number of lessons.

He writes comprehensibly and in a matter-of-fact style, if necessary imitating the document standard. The student makes use of sources if necessary, although their use and referencing is minimal. The substantiation of the claims is modest. The construction of the text is tentative, and there are points to be made in the form and style of the language.

The student is able to give his introductory speech with visual illustration in a matter-of-fact way, although there is a lot to note about its duration, structure, interactivity or voice use.

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

The student has completed all assignments approved and according to the agreed schedule. The student shows activity and justifies his point of view. According to the given instructions, his performances take into account the situation and the recipient and are structurally functional.

The views expressed are well-founded, the source information is referenced appropriately and in such a way that the referencing links naturally to the rest of the presentation. Essential information is conveyed clearly, and the presentation is fairly error-free and follows the instructions.

The student takes the recipients and the situation into account in his presentations. During his structured speech, the student maintains eye contact with the audience and speaks in his own words.

Assessment criteria, excellent (5) (course unit)

The student has completed all tasks excellently in accordance with the agreed timetables and has participated actively and constructively in the teaching. He communicates convincingly, enthusiastically and interactively and justifies his opinion in a versatile manner. The language he uses is almost flawless and his style is impeccable.

Assessment scale

0-5