Study Guide

Objectives (course unit)

Students understand the concept of function and know basic function graphs. Students can
-understand the concept of logarithm and solve simple exponential and logarithmic equations
-identify and interpret function graphs and apply the learnt in solving technical problems
-circle-related terms
-calculate areas in technical assignments
-calculate volumes and areas of diverse items

Content (course unit)

Polynomial functions and their graphs (particularly lines and parabolas), linear dependence, and proportionality, concept of logarithm, logarithm, exponential function, and related equations. Circle theory, item areas and volumes.

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

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

Content (course unit)

Basics of architectural theory
Mastery of basics of architecture and basic history of architecture
Basic concepts of construction art (space, volume, shape, structure, surface, rhythm, light, colour, relation, scale, function, environment, landscape)

Location and time

Announced in moodle learning platform

Exam schedules

Announced in moodle learning platform

Assessment scale

0-5

Teaching methods

Contact learning
Learning by experiencing
Self study
Peer review
Excursions

Learning materials

Announced in moodle learning platform

Student workload

1 credit equals to 27 hours of students' work

Completion alternatives

No alternative ways

Practical training and working life cooperation

Visits to architects offices if possible

International connections

Possible international visitor lectures

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

The student has difficulties in understanding basic ideas of the subject and therefore applying learned topics to practical work is difficult.

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

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

The student understands he basic ideas of course topics and knows how to apply his knowledge to practical work, and can professionally explain the reasons and consequences of the choices made in the exercises.

Activity in the course and assignments is good. Work proceeds consistently during the Study Period. The student knows how to cooperate responsibly and is ready to develop his interaction skills

The 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) (Not in use, Look at the Assessment criteria above)

The student understands well the topics taught in the Study Course as well as previously learned and knows how to apply his knowledge 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 an expert and professional manner.

The student has participated in the teaching actively, responsibly, flexibly and constructively. He knows how to cooperate responsibly, 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

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)

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)

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)

This course aims to provide architecture students with the foundational knowledge and skills needed to apply and optimize CAD models for use in game development 3D models. Upon completing the course, students will be able to:
• Understand the basics of 3D modeling for games and how it differs from architectural CAD modeling.
• Apply CAD models to game engines such as Unity and Unreal.
• Optimize 3D models for efficient use in games.
• Identify and solve common issues related to importing CAD models into game engines.

Content (course unit)

1. Fundamentals of a 3D Program Like Blender:
• Introduction to the Blender interface.
• Basic navigation, tools, and features of Blender used for 3D modeling.
2. Basics of 3D Game Graphics:
• Understanding core concepts of 3D graphics in games.
• Discussion of graphics pipelines and how 3D assets are used in games.
3. Modeling:
• Techniques for creating 3D models in Blender.
• Best practices for modeling structures or characters that are optimized for games.
4. UV Mapping:
• Explaining the process of UV mapping in Blender.
• Techniques for unwrapping models efficiently to maximize texture usage.
5. Textures:
• Creating and applying textures to models.
• Introduction to different types of textures such as diffuse, specular, and bump maps.
6. Model Optimization:
• Strategies for reducing polygon count without significantly affecting visual quality.
• Use of modifiers and tools in Blender to optimize models for real-time rendering.
7. Export and Testing in a Game Engine:
• Exporting models from Blender to game engines like Unity or Unreal.
• Testing models in the game engine to ensure they look and perform as expected.

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

• The student has participated in the course and demonstrated a basic understanding of elementary aspects of 3D modeling. While technical execution and detail are lacking, the student can create simple models and apply basic UV mapping techniques.
• Task completion has been sporadic and partially meets course requirements. The student has managed to export models to a game engine, but the process requires further development and attention to detail

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

• The student has shown a good understanding of the course content and has been able to apply learned skills diversely. Modeling, UV mapping, and texturing have been performed properly, although minor errors may occur.
• The student has been an active participant in the course, submitted assignments on time, and demonstrated the ability to use learned skills in practice. Model optimization and export to game engines have been carried out correctly, and the student has made clear progress throughout the course.

Assessment criteria, excellent (5) (course unit)

• The student has demonstrated excellent proficiency in all areas of the course. Work has been innovative and creative, particularly evident in the creation of complex and intricately optimized models.
• Assignments have been completed exceptionally well, including challenging UV mappings and diverse texturing. Model exporting to game engines has been skillfully done, and the student has actively sought ways to improve and enhance their work, exceeding basic course requirements.

Assessment methods and criteria

Exercises in sessions
Activity and participation in teaching
Assignments
Independent final assignment

Assessment scale

0-5

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)

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)

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 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 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.

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.

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

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 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
• can evaluate their communication skills
• can take advantage of the feedback given
• understand the importance of communication skills and communication processes
• understand what purposeful communication is
• want to develop their skills in Finnish and communication as a part of their professional skills
• can cope in the communication situations of their own field
• can give and receive feedback in working life communication situations
• can listen to, observe and interpret communication
• has expert communication skills: the message is structured, understandable and convincing
• can take into account the demands of the respondent, situation and the field
• can acquire and use information of their own field critically
• can create a written and spoken presentation for a target audience and also, if required, include visual aids
• know the working life text types and ways to use language
• use the language of their field following the practices and guidelines
• understand the impact of culture in communication and the significance of collaborating with people from various cultural backgrounds

Content (course unit)

• basics of spoken communication (theory and practice)
• grammar
• writing documents (e.g. job applications, notifications)

Further information (course unit)

No alternative form of completion.
Sufficient skills in Finnish.
Mandatory participation on 80% of the classes.

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 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 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.

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

Content scheduling

12.1.
9.00–9.40 Kurssin aloitus, aikataulu, sisältö, tavoitteet ja arviointiperusteet
9.45–15 Valokuvaus 1 opettajana Antti Haapio (valokuvaosion sisältö, ohjelmien esittely, perustekniikkaluennon esittely ja tehtävänanto)

19.1.
Valokuvaus 2 opettajana Antti Haapio
9–12 Photoshop 1 (Ohjelman tarkempi esittely, rajaaminen, sävyjen säätäminen, valinnan tekeminen, tallentaminen, valintojen tekeminen tarkemmin, pikamaskin käyttö, valinnan tallentaminen [alpha kanava], dodge/burn/sponge -työkalu, leimasin työkalu)
13–15 Palaute omakuvatehtävästä
26.1.
Valokuvaus 3 opettajana Antti Haapio
9–12 Photoshop 2 (Raw-työnkulku, ohjelman väriasetukset, kuvatiedoston koko ja resoluutio-käsite, työskentely tasojen kanssa, muunnokset ja perspektiivikorjailut)
13–15 Palaute pienoismallikuvaustehtävästä

PIIRUSTUSOSIO
9.2.
Piirustus. Opettaja Tiiu Baldwin
9–11 Viivapiirustus havainnon pohjalta / tehtävä
12–17 Tehtävän suoritus itsenäisesti
Lataa valmis tehtävä Moodleen keskiviikko 14.2. klo 17 mennessä.

16.2.
Piirustus. Opettaja Tiiu Baldwin
9-12 RYHMÄ 1
Valööri ja väri havaintopiirustuksessa /tehtävä
Palaute viivapiirustustehtävästä

13-16 RYHMÄ 2
Valööri ja väri havaintopiirustuksessa /tehtävä
Palaute viivapiirustustehtävästä

23.2. ja 8.3.
Valööritehtävän suoritus itsenäisesti
Lataa valmis tehtävä Moodleen keskiviikko 13.3. klo 17 mennessä

15.3.
Piirustus. Opettaja Tiiu Baldwin
9–12 RYHMÄ 1
”Paikan henki” tehtävä
Palaute valööripiirustuksesta

13–16 RYHMÄ 2
”Paikan henki” tehtävä
Palaute valööripiirustuksesta

22.3.
”Paikan henki” suoritus itsenäisesti
Lataa valmis tehtävä Moodleen keskiviikko 3.4. klo 17 mennessä

5.4.
Piirustus. Opettaja Tiiu Baldwin
Palaute tehtävälle ”Paikan henki” kahdessa ryhmässä:
9-12 Ryhmä 1
13-16 Ryhmä 2

12.4.
10-14
Juha Suonpään luento Vuoreksen koululla ja sen jälkeen ”taide ja ympäristö” retki Vuorekseen Juha Suonpään opastamana.
Tarkemmat tiedot päivän ohjelmasta myöhemmin.

Kaikki tehtävät pitää palauttaa tämän lukuvuoden aikana, muuten pitää suorittaa koko kurssi alusta uudelleen.

Objectives (course unit)

Students can
-construct mathematical models on technical problems and solve the resulting equations and equation pairs
-solve triangles
-calculate centres of gravity for surfaces and areas for triangles and diverse polygons
-use similarity and scale
-use and apply surface vectors in technical problems.

Content (course unit)

Solving of equations, formulas, and equation pairs. Solving of triangles. Centre of gravity. Surface areas. Similarity and scale. Surface vector calculation and its use in technical applications

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

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 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)

Concepts of measurement technology, angle units, coordinate systems, maps, coordinate and height systems, basics of geodetic calculation, planimeter, leveling device and leveling, tachymeter and basic measurements made with it. Fundamentals of satellite positioning and an exercise. Laser scanner measurements and modeling and point clouds.

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

Student knows the following areas and is able to demonstrate his knowledge in the exam; national geodetic coordinate and height systems (both new and old), angle units used in land surveying and angle and distance measurement methods, as well as the most common geodetic calculations, leveling tasks and leveling calculations. He knows how to use a planimeter, a leveling device and a total station in basic measuring tasks. He knows how to apply laser-scanned point cloud data in the preparation of construction drawings. He knows how to apply the necessary standards in defining construction areas. He also knows how to apply the aforementioned areas to construction tasks. Deficiencies in competence are allowed in the above-mentioned areas, but a third of the mentioned areas must be mastered in order to complete the course.

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

Student knows the following areas well and is able to demonstrate his knowledge in the exam; national geodetic coordinate and height systems (both new and old), angle units used in land surveying and angle and distance measurement methods, as well as the most common geodetic calculations, leveling tasks and leveling calculations. He knows how to use a planimeter, a leveling device and a total station in basic measuring tasks. He knows how to apply laser-scanned point cloud data in the preparation of construction drawings. He knows how to apply the necessary standards in defining construction areas. Some deficiencies in competence are allowed in the above-mentioned areas.

Assessment criteria, excellent (5) (course unit)

Student knows the following areas well and is able to demonstrate his knowledge in the exam; national geodetic coordinate and height systems (both new and old), angle units used in land surveying and angle and distance measurement methods, as well as the most common geodetic calculations, leveling tasks and leveling calculations. He knows how to use a planimeter, a leveling device and a total station in basic measuring tasks. He knows how to apply laser-scanned point cloud data in the preparation of construction drawings. He knows how to apply the necessary standards in defining construction areas. He also knows how to apply the aforementioned areas to construction tasks.

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)

Students can implement and document a project as their bachelor’s thesis. They can justify their choices and analyse their work critically. They can apply planning and development methods and acquire and process information critically understanding the whole. They can write the written part of the bachelor’s thesis in accordance with TAMK’s guidelines.

Content (course unit)

Documentation of the bachelor’s thesis project and production of the written bachelor’s thesis, production of thesis plan documents, presentation of the bachelor’s thesis, and assessment discussion

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 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)

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

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

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)

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 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 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 will learn to utilize BIM (Building Information Model) from sketching to final designs in an effective way.
Student is able to use reasonable detail level of modeling according to phase of design project.
Student is able to utilize diffrent visualization and lay out features of applications in presenting his or her designs.
Student understands the connection of 3D model and 2D drawings in plans, sections and elevations.

Content (course unit)

During the course student will learn the basics of ArchiCAD programme from sketching to visualization. Additionally student will get basic knowledge about the development of model and matching of models with other designers.

Assessment scale

0-5

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

28.8.-15.12.2023

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

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.

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)

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

Assessment scale

0-5

Objectives (course unit)

The 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. The students know what the most important factors when measuring are and learn the properties of the most common structures. The students know the basics and differences of different measuring methods.

Content (course unit)

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. Designing supporting structures, structure types and their operation principles, stability, differences and similarities of different measuring systems, loads. Assignment. Translations

Assessment scale

0-5

Objectives (course unit)

Student is able to recognize different architectural styles of Finnish architecture. Student is able to discuss and analyze the tradition of architecture.
Student is able to recognize the most important highlights of Finnish contemporary architecture and they know the most important Finnish architects.
Student understands the tradition and current principles of wooden structures. Student realizes how wooden structures affect the architecture both in small houses and public buildings.
Student has basic knowledge of Finnish legislation of building.

Content (course unit)

Finnish regulations of land-use and building.
Overview of Finnish Architecture from 14th century to today.
Finnish medieval architecture. Gustavian III style and Empire. (Gothic and Classic revival). National Romanticism.
Functionalism, Modernism, Post-modernism
Finnish pioneer architects
Traditional and modern Finnish building types, especially wooden buildings.

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

Student participated in lectures but the achieved competence is narrow.
Student shows throughout the course (assignments, classroom discussions) that is familiar with the basic concepts and phenomena related to the Finnish architecture.

The assignment has been done, reported and presented within the deadline but background information is minor. The reporting of the assignment structured according to the instructions but literature references are missing, presentation incomplete, discussion and conclusions are inadequate showing only narrow competence achieved.

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

Student participated in the lectures. The achieved competence is structured and student can apply the theoretical knowledge in known situations.

Student knows and understands the basic concepts and phenomena related to Finnish architecture. Student is motivated towards the subjects discussed.

The assignment has been done, reported and presented properly and within the deadline, background information collected according to the instructions and with references to the reliable sources, presentation of the results mostly correct eventually with small mistakes, discussion and conclusions are adequate showing deep understanding of the concepts and ability to apply them.

Assessment criteria, excellent (5) (course unit)

Student participated in the lectures. The achieved competence is wide and student can apply the theoretical knowledge in new situations.

Student has fluent knowledge and understanding of the basic concepts and phenomena related to Finnish architecture. Student is motivated towards the subjects discussed, shows creativity and has a positive attitude towards developing itself.

The assignment has been done, reported and presented very well and within the deadline, background information collected and reported according to the instructions and with references to the reliable sources, presentation is correct, discussion and conclusions are adequate and based on comparison to literature, conclusions are clear and clearly expressed. The work shows deep understanding of the concepts and that the student has sufficient skills to apply correctly the theoretical knowledge.

Location and time

Lectures according to course timetable.

Exam schedules

No exam

Assessment methods and criteria

Activity and presences of the lectures and completed tasks.

Assessment scale

0-5

Teaching methods

Lectures and individual tasks.

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 participate in the lectures and makes multiple diverse assignments.

Completion alternatives

none

Practical training and working life cooperation

Visit in an architectural company

International connections

Open for international students

Further information

The course covers Finnish architecture from the Middle Ages to the present day from a wide range of perspectives. The course is organized entirely in English as face-to-face teaching, and the aim is to deal with the course's themes through interactive discussion.

The lectures consist of example projects from different building types manifesting different themes of historic and contemporary architecture. The course includes a wide variety of tasks, such as presentations, independent site visits and drawing.

Participating in the course does not require prior knowledge and design software is not used in the course. The course uses moodle for sharing information digitally.

Assessment criteria - fail (0) (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 tasks are not completed.

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 tasks are completed according to minimum requirements.

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 is good. The tasks are completed carefully and creatively.

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

The student has been involved in teaching and in the group work in an active an committed manner. The tasks are completed with praiseworthy care and creativity.

Objectives (course unit)

Student is able to recognize different architectural styles of Finnish architecture. Student is able to discuss and analyze the tradition of architecture.
Student is able to recognize the most important highlights of Finnish contemporary architecture and they know the most important Finnish architects.
Student understands the tradition and current principles of wooden structures. Student realizes how wooden structures affect the architecture both in small houses and public buildings.
Student has basic knowledge of Finnish legislation of building.

Content (course unit)

Finnish regulations of land-use and building.
Overview of Finnish Architecture from 14th century to today.
Finnish medieval architecture. Gustavian III style and Empire. (Gothic and Classic revival). National Romanticism.
Functionalism, Modernism, Post-modernism
Finnish pioneer architects
Traditional and modern Finnish building types, especially wooden buildings.

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

Student participated in lectures but the achieved competence is narrow.
Student shows throughout the course (assignments, classroom discussions) that is familiar with the basic concepts and phenomena related to the Finnish architecture.

The assignment has been done, reported and presented within the deadline but background information is minor. The reporting of the assignment structured according to the instructions but literature references are missing, presentation incomplete, discussion and conclusions are inadequate showing only narrow competence achieved.

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

Student participated in the lectures. The achieved competence is structured and student can apply the theoretical knowledge in known situations.

Student knows and understands the basic concepts and phenomena related to Finnish architecture. Student is motivated towards the subjects discussed.

The assignment has been done, reported and presented properly and within the deadline, background information collected according to the instructions and with references to the reliable sources, presentation of the results mostly correct eventually with small mistakes, discussion and conclusions are adequate showing deep understanding of the concepts and ability to apply them.

Assessment criteria, excellent (5) (course unit)

Student participated in the lectures. The achieved competence is wide and student can apply the theoretical knowledge in new situations.

Student has fluent knowledge and understanding of the basic concepts and phenomena related to Finnish architecture. Student is motivated towards the subjects discussed, shows creativity and has a positive attitude towards developing itself.

The assignment has been done, reported and presented very well and within the deadline, background information collected and reported according to the instructions and with references to the reliable sources, presentation is correct, discussion and conclusions are adequate and based on comparison to literature, conclusions are clear and clearly expressed. The work shows deep understanding of the concepts and that the student has sufficient skills to apply correctly the theoretical knowledge.

Location and time

Lectures according to course timetable.

Exam schedules

No exam

Assessment methods and criteria

Activity and presence in the lectures and completed tasks.

Assessment scale

0-5

Teaching methods

Lectures, individual tasks & group work.

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 participate in the lectures and makes multiple diverse assignments that are presented as short presentations.

Completion alternatives

none

Practical training and working life cooperation

Visit in an architectural company

International connections

Open for international students

Further information

The course covers Finnish architecture from the Middle Ages to the present day from a wide range of perspectives. The course is organized entirely in English as face-to-face teaching, and the aim is to deal with the course's themes through interactive discussion.

The lectures consist of example projects from different building types manifesting different themes of historic and contemporary architecture. The course includes a wide variety of tasks, such as presentations, independent site visits, and drawing. The tasks are presented mostly as short presentations.

Participating in the course does not require prior knowledge and design software is not used in the course. The course uses Moodle for sharing information digitally.

Assessment criteria - fail (0) (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 tasks are not completed.

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 tasks are completed according to minimum requirements.

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 is good. The tasks are completed carefully and creatively.

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

The student has been involved in teaching and group work in an active and committed manner. The tasks are completed with praiseworthy care and creativity.

Objectives (course unit)

Student will expand his understanding about Finnish architecture and history by getting acquaited with architectural sites in Finland.
He will study the material about the architectural site beforehand, visit the site and make documentation about the result. Student will learn to make critical observations about built environment and consider the meaning of architectural site in larger context.
The documentation is done by using the official university template.

Prerequisites (course unit)

Minimun one year study of architecture

Further information (course unit)

The final report will be evaluated and it will also be filtered through plagiarism prevention program.

Location and time

During year 2024

Exam schedules

No exam

Assessment methods and criteria

The report will be evaluated and it will be filtered through turnit plagiarism prevention program.

Assessment scale

0-5

Teaching methods

Independently performed course

Learning materials

Written material found concerning architectural sites

Student workload

27 hours per credit, one site => 0,5 credits

Content scheduling

-

Completion alternatives

-

Practical training and working life cooperation

-

International connections

Suitable for exchange students

Further information

Student should follow university instructions concerning report making

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

The report contains a lot of directly quoted text but it meets the minimum requirements. A lot of incorrectness or carelessness regarding the reporting technique. The most of pictures borrowed from other sources and only a few taken by oneself. However, all sites have been visited.

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

The report contains only some directly quoted text and exceeds the minimum requirements. There is only few malpractice or carelessness regarding the reporting technique. All sites have been visited and the significance of the sites has been considered professionally. With a few exceptions, the pictures are taken by oneself.

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

The report contains extremely little directly quoted text and a lot of own, meritorious reflection. The reporting technology is almost flawless and the entire report has been worked on very carefully. All sites have been visited, high-quality photos have been taken and the significance of the sites has been considered professionally and personally. With a few exceptions, the pictures are taken by oneself.

Objectives (course unit)

Students can work as a member of a design team, and understand the effect of own design as a part of larger entity.

Students can acquire information for designing a simple master plan as well as simple buildings.

Students can design a simple master plan and building and make related plans.

Students are introduced to architectural design, construction materials and structures.

Content (course unit)

Basics of architectural design.
Use of construction information sources and information acquisition.
Design of master plan as team work.
Sketch designs for simple buildings.
Introduction to construction materials and structures.

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)

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

Content (course unit)

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

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)

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)

Student has visited the most important architectural attractions in Tampere. Student is able to compose a professional report of target visits and he or she can document the target as photographs, too.

Content (course unit)

Independently performed study, submission by deadline.
List of targets is informed by the course schedule.

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

Student has visited all the targets.
Student knows and is able to define the basic terms and concepts about the targets.
The report is done but it may include some mistakes.
Student considers and assesses things from his/her viewpoint.

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

Student has visited all the targets.
Student stuctures and is able to define the basic terms, relations and concepts about the targets.
The report is done well.
Student considers and assesses things both from his/her and the close community's viewpoint.

Assessment criteria, excellent (5) (course unit)

Student has visited all the targets.
Student stuctures and is able to consider the targets as a part of city and independent entities. Also temporal layers and future visions have been taken into consideration.
The report is professional.
Student considers and assesses himself/herself and his/her professional community or task.

Location and time

Summer - autumn 2024

Exam schedules

No exam, evalution done according to report

Assessment methods and criteria

Evalution done according to the quality of the report and photos

Assessment scale

0-5

Teaching methods

Self study

Learning materials

Written and virtual material about the targets of the course

Student workload

27 h / credit

Content scheduling

Student plans the course schedule indepently

Completion alternatives

No alternative ways

Practical training and working life cooperation

-

International connections

-

Further information

Course moodle provides additional information

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

Student hasn't submitted the report of the course or the quality is very poor.

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

Student has visited all the targets.
Student knows and is able to define the basic terms and concepts about the targets.
The report is done but it may include some mistakes.
Student considers and assesses things from his/her viewpoint.

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

Student has visited all the targets.
Student stuctures and is able to define the basic terms, relations and concepts about the targets.
The report is done well.
Student considers and assesses things both from his/her and the close community's viewpoint.

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

Student has visited all the targets.
Student stuctures and is able to consider the targets as a part of city and independent entities. Also temporal layers and future visions have been taken into consideration.
The report is professional.
Student considers and assesses himself/herself and his/her professional community or task.

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

Project area is real design area

International connections

Suitable for exchange students
Another of the course seminares held in English

Further information

Announced in moodle

Objectives (course unit)

Student has visited the most important architectural attractions in Tampere. Student is able to compose a professional report of target visits and he or she can document the target as photographs, too.

Content (course unit)

Independently performed study, submission by deadline.
List of targets is informed by the course schedule.

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

Student has visited all the targets.
Student knows and is able to define the basic terms and concepts about the targets.
The report is done but it may include some mistakes.
Student considers and assesses things from his/her viewpoint.

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

Student has visited all the targets.
Student stuctures and is able to define the basic terms, relations and concepts about the targets.
The report is done well.
Student considers and assesses things both from his/her and the close community's viewpoint.

Assessment criteria, excellent (5) (course unit)

Student has visited all the targets.
Student stuctures and is able to consider the targets as a part of city and independent entities. Also temporal layers and future visions have been taken into consideration.
The report is professional.
Student considers and assesses himself/herself and his/her professional community or task.

Location and time

Summer - autumn 2024

Exam schedules

No exam, evalution done according to report

Assessment methods and criteria

Evalution done according to the quality of the report and photos

Assessment scale

0-5

Teaching methods

Self study

Learning materials

Written and virtual material about the targets of the course

Student workload

27 h / credit

Content scheduling

Student plans the course schedule indepently

Completion alternatives

No alternative ways

Practical training and working life cooperation

-

International connections

-

Further information

Course moodle provides additional information

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

Student hasn't submitted the report of the course or the quality is very poor.

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

Student has visited all the targets.
Student knows and is able to define the basic terms and concepts about the targets.
The report is done but it may include some mistakes.
Student considers and assesses things from his/her viewpoint.

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

Student has visited all the targets.
Student stuctures and is able to define the basic terms, relations and concepts about the targets.
The report is done well.
Student considers and assesses things both from his/her and the close community's viewpoint.

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

Student has visited all the targets.
Student stuctures and is able to consider the targets as a part of city and independent entities. Also temporal layers and future visions have been taken into consideration.
The report is professional.
Student considers and assesses himself/herself and his/her professional community or task.

Assessment scale

0-5

Objectives (course unit)

This course aims to provide architecture students with the foundational knowledge and skills needed to apply and optimize CAD models for use in game development 3D models. Upon completing the course, students will be able to:
• Understand the basics of 3D modeling for games and how it differs from architectural CAD modeling.
• Apply CAD models to game engines such as Unity and Unreal.
• Optimize 3D models for efficient use in games.
• Identify and solve common issues related to importing CAD models into game engines.

Content (course unit)

1. Fundamentals of a 3D Program Like Blender:
• Introduction to the Blender interface.
• Basic navigation, tools, and features of Blender used for 3D modeling.
2. Basics of 3D Game Graphics:
• Understanding core concepts of 3D graphics in games.
• Discussion of graphics pipelines and how 3D assets are used in games.
3. Modeling:
• Techniques for creating 3D models in Blender.
• Best practices for modeling structures or characters that are optimized for games.
4. UV Mapping:
• Explaining the process of UV mapping in Blender.
• Techniques for unwrapping models efficiently to maximize texture usage.
5. Textures:
• Creating and applying textures to models.
• Introduction to different types of textures such as diffuse, specular, and bump maps.
6. Model Optimization:
• Strategies for reducing polygon count without significantly affecting visual quality.
• Use of modifiers and tools in Blender to optimize models for real-time rendering.
7. Export and Testing in a Game Engine:
• Exporting models from Blender to game engines like Unity or Unreal.
• Testing models in the game engine to ensure they look and perform as expected.

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

• The student has participated in the course and demonstrated a basic understanding of elementary aspects of 3D modeling. While technical execution and detail are lacking, the student can create simple models and apply basic UV mapping techniques.
• Task completion has been sporadic and partially meets course requirements. The student has managed to export models to a game engine, but the process requires further development and attention to detail

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

• The student has shown a good understanding of the course content and has been able to apply learned skills diversely. Modeling, UV mapping, and texturing have been performed properly, although minor errors may occur.
• The student has been an active participant in the course, submitted assignments on time, and demonstrated the ability to use learned skills in practice. Model optimization and export to game engines have been carried out correctly, and the student has made clear progress throughout the course.

Assessment criteria, excellent (5) (course unit)

• The student has demonstrated excellent proficiency in all areas of the course. Work has been innovative and creative, particularly evident in the creation of complex and intricately optimized models.
• Assignments have been completed exceptionally well, including challenging UV mappings and diverse texturing. Model exporting to game engines has been skillfully done, and the student has actively sought ways to improve and enhance their work, exceeding basic course requirements.

Assessment methods and criteria

Exercises in sessions
Activity and participation in teaching
Assignments
Independent final assignment

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 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

Content scheduling

12.1.
9.00–9.40 Kurssin aloitus, aikataulu, sisältö, tavoitteet ja arviointiperusteet
9.45–15 Valokuvaus 1 opettajana Antti Haapio (valokuvaosion sisältö, ohjelmien esittely, perustekniikkaluennon esittely ja tehtävänanto)

19.1.
Valokuvaus 2 opettajana Antti Haapio
9–12 Photoshop 1 (Ohjelman tarkempi esittely, rajaaminen, sävyjen säätäminen, valinnan tekeminen, tallentaminen, valintojen tekeminen tarkemmin, pikamaskin käyttö, valinnan tallentaminen [alpha kanava], dodge/burn/sponge -työkalu, leimasin työkalu)
13–15 Palaute omakuvatehtävästä
26.1.
Valokuvaus 3 opettajana Antti Haapio
9–12 Photoshop 2 (Raw-työnkulku, ohjelman väriasetukset, kuvatiedoston koko ja resoluutio-käsite, työskentely tasojen kanssa, muunnokset ja perspektiivikorjailut)
13–15 Palaute pienoismallikuvaustehtävästä

PIIRUSTUSOSIO
9.2.
Piirustus. Opettaja Tiiu Baldwin
9–11 Viivapiirustus havainnon pohjalta / tehtävä
12–17 Tehtävän suoritus itsenäisesti
Lataa valmis tehtävä Moodleen keskiviikko 14.2. klo 17 mennessä.

16.2.
Piirustus. Opettaja Tiiu Baldwin
9-12 RYHMÄ 1
Valööri ja väri havaintopiirustuksessa /tehtävä
Palaute viivapiirustustehtävästä

13-16 RYHMÄ 2
Valööri ja väri havaintopiirustuksessa /tehtävä
Palaute viivapiirustustehtävästä

23.2. ja 8.3.
Valööritehtävän suoritus itsenäisesti
Lataa valmis tehtävä Moodleen keskiviikko 13.3. klo 17 mennessä

15.3.
Piirustus. Opettaja Tiiu Baldwin
9–12 RYHMÄ 1
”Paikan henki” tehtävä
Palaute valööripiirustuksesta

13–16 RYHMÄ 2
”Paikan henki” tehtävä
Palaute valööripiirustuksesta

22.3.
”Paikan henki” suoritus itsenäisesti
Lataa valmis tehtävä Moodleen keskiviikko 3.4. klo 17 mennessä

5.4.
Piirustus. Opettaja Tiiu Baldwin
Palaute tehtävälle ”Paikan henki” kahdessa ryhmässä:
9-12 Ryhmä 1
13-16 Ryhmä 2

12.4.
10-14
Juha Suonpään luento Vuoreksen koululla ja sen jälkeen ”taide ja ympäristö” retki Vuorekseen Juha Suonpään opastamana.
Tarkemmat tiedot päivän ohjelmasta myöhemmin.

Kaikki tehtävät pitää palauttaa tämän lukuvuoden aikana, muuten pitää suorittaa koko kurssi alusta uudelleen.

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

Assessment scale

0-5

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 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)

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 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 work as a member of a design team, and understand the effect of own design as a part of larger entity.

Students can acquire information for designing a simple master plan as well as simple buildings.

Students can design a simple master plan and building and make related plans.

Students are introduced to architectural design, construction materials and structures.

Content (course unit)

Basics of architectural design.
Use of construction information sources and information acquisition.
Design of master plan as team work.
Sketch designs for simple buildings.
Introduction to construction materials and structures.

Assessment scale

0-5

Objectives (course unit)

Student will learn to utilize BIM (Building Information Model) from sketching to final designs in an effective way.
Student is able to use reasonable detail level of modeling according to phase of design project.
Student is able to utilize diffrent visualization and lay out features of applications in presenting his or her designs.
Student understands the connection of 3D model and 2D drawings in plans, sections and elevations.

Content (course unit)

During the course student will learn the basics of ArchiCAD programme from sketching to visualization. Additionally student will get basic knowledge about the development of model and matching of models with other designers.

Assessment scale

0-5

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)

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 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)

Concepts of measurement technology, angle units, coordinate systems, maps, coordinate and height systems, basics of geodetic calculation, planimeter, leveling device and leveling, tachymeter and basic measurements made with it. Fundamentals of satellite positioning and an exercise. Laser scanner measurements and modeling and point clouds.

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

Student knows the following areas and is able to demonstrate his knowledge in the exam; national geodetic coordinate and height systems (both new and old), angle units used in land surveying and angle and distance measurement methods, as well as the most common geodetic calculations, leveling tasks and leveling calculations. He knows how to use a planimeter, a leveling device and a total station in basic measuring tasks. He knows how to apply laser-scanned point cloud data in the preparation of construction drawings. He knows how to apply the necessary standards in defining construction areas. He also knows how to apply the aforementioned areas to construction tasks. Deficiencies in competence are allowed in the above-mentioned areas, but a third of the mentioned areas must be mastered in order to complete the course.

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

Student knows the following areas well and is able to demonstrate his knowledge in the exam; national geodetic coordinate and height systems (both new and old), angle units used in land surveying and angle and distance measurement methods, as well as the most common geodetic calculations, leveling tasks and leveling calculations. He knows how to use a planimeter, a leveling device and a total station in basic measuring tasks. He knows how to apply laser-scanned point cloud data in the preparation of construction drawings. He knows how to apply the necessary standards in defining construction areas. Some deficiencies in competence are allowed in the above-mentioned areas.

Assessment criteria, excellent (5) (course unit)

Student knows the following areas well and is able to demonstrate his knowledge in the exam; national geodetic coordinate and height systems (both new and old), angle units used in land surveying and angle and distance measurement methods, as well as the most common geodetic calculations, leveling tasks and leveling calculations. He knows how to use a planimeter, a leveling device and a total station in basic measuring tasks. He knows how to apply laser-scanned point cloud data in the preparation of construction drawings. He knows how to apply the necessary standards in defining construction areas. He also knows how to apply the aforementioned areas to construction tasks.

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)

The 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. The students know what the most important factors when measuring are and learn the properties of the most common structures. The students know the basics and differences of different measuring methods.

Content (course unit)

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. Designing supporting structures, structure types and their operation principles, stability, differences and similarities of different measuring systems, loads. Assignment. Translations

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)

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)

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 is able to recognize different architectural styles of Finnish architecture. Student is able to discuss and analyze the tradition of architecture.
Student is able to recognize the most important highlights of Finnish contemporary architecture and they know the most important Finnish architects.
Student understands the tradition and current principles of wooden structures. Student realizes how wooden structures affect the architecture both in small houses and public buildings.
Student has basic knowledge of Finnish legislation of building.

Content (course unit)

Finnish regulations of land-use and building.
Overview of Finnish Architecture from 14th century to today.
Finnish medieval architecture. Gustavian III style and Empire. (Gothic and Classic revival). National Romanticism.
Functionalism, Modernism, Post-modernism
Finnish pioneer architects
Traditional and modern Finnish building types, especially wooden buildings.

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

Student participated in lectures but the achieved competence is narrow.
Student shows throughout the course (assignments, classroom discussions) that is familiar with the basic concepts and phenomena related to the Finnish architecture.

The assignment has been done, reported and presented within the deadline but background information is minor. The reporting of the assignment structured according to the instructions but literature references are missing, presentation incomplete, discussion and conclusions are inadequate showing only narrow competence achieved.

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

Student participated in the lectures. The achieved competence is structured and student can apply the theoretical knowledge in known situations.

Student knows and understands the basic concepts and phenomena related to Finnish architecture. Student is motivated towards the subjects discussed.

The assignment has been done, reported and presented properly and within the deadline, background information collected according to the instructions and with references to the reliable sources, presentation of the results mostly correct eventually with small mistakes, discussion and conclusions are adequate showing deep understanding of the concepts and ability to apply them.

Assessment criteria, excellent (5) (course unit)

Student participated in the lectures. The achieved competence is wide and student can apply the theoretical knowledge in new situations.

Student has fluent knowledge and understanding of the basic concepts and phenomena related to Finnish architecture. Student is motivated towards the subjects discussed, shows creativity and has a positive attitude towards developing itself.

The assignment has been done, reported and presented very well and within the deadline, background information collected and reported according to the instructions and with references to the reliable sources, presentation is correct, discussion and conclusions are adequate and based on comparison to literature, conclusions are clear and clearly expressed. The work shows deep understanding of the concepts and that the student has sufficient skills to apply correctly the theoretical knowledge.

Location and time

Lectures according to course timetable.

Exam schedules

No exam

Assessment methods and criteria

Activity and presence in the lectures and completed tasks.

Assessment scale

0-5

Teaching methods

Lectures, individual tasks & group work.

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 participate in the lectures and makes multiple diverse assignments that are presented as short presentations.

Completion alternatives

none

Practical training and working life cooperation

Visit in an architectural company

International connections

Open for international students

Further information

The course covers Finnish architecture from the Middle Ages to the present day from a wide range of perspectives. The course is organized entirely in English as face-to-face teaching, and the aim is to deal with the course's themes through interactive discussion.

The lectures consist of example projects from different building types manifesting different themes of historic and contemporary architecture. The course includes a wide variety of tasks, such as presentations, independent site visits, and drawing. The tasks are presented mostly as short presentations.

Participating in the course does not require prior knowledge and design software is not used in the course. The course uses Moodle for sharing information digitally.

Assessment criteria - fail (0) (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 tasks are not completed.

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 tasks are completed according to minimum requirements.

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 is good. The tasks are completed carefully and creatively.

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

The student has been involved in teaching and group work in an active and committed manner. The tasks are completed with praiseworthy care and creativity.

Objectives (course unit)

Student will expand his understanding about Finnish architecture and history by getting acquaited with architectural sites in Finland.
He will study the material about the architectural site beforehand, visit the site and make documentation about the result. Student will learn to make critical observations about built environment and consider the meaning of architectural site in larger context.
The documentation is done by using the official university template.

Prerequisites (course unit)

Minimun one year study of architecture

Further information (course unit)

The final report will be evaluated and it will also be filtered through plagiarism prevention program.

Location and time

During year 2024

Exam schedules

No exam

Assessment methods and criteria

The report will be evaluated and it will be filtered through turnit plagiarism prevention program.

Assessment scale

0-5

Teaching methods

Independently performed course

Learning materials

Written material found concerning architectural sites

Student workload

27 hours per credit, one site => 0,5 credits

Content scheduling

-

Completion alternatives

-

Practical training and working life cooperation

-

International connections

Suitable for exchange students

Further information

Student should follow university instructions concerning report making

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

The report contains a lot of directly quoted text but it meets the minimum requirements. A lot of incorrectness or carelessness regarding the reporting technique. The most of pictures borrowed from other sources and only a few taken by oneself. However, all sites have been visited.

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

The report contains only some directly quoted text and exceeds the minimum requirements. There is only few malpractice or carelessness regarding the reporting technique. All sites have been visited and the significance of the sites has been considered professionally. With a few exceptions, the pictures are taken by oneself.

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

The report contains extremely little directly quoted text and a lot of own, meritorious reflection. The reporting technology is almost flawless and the entire report has been worked on very carefully. All sites have been visited, high-quality photos have been taken and the significance of the sites has been considered professionally and personally. With a few exceptions, the pictures are taken by oneself.

Objectives (course unit)

Students understand the concept of function and know basic function graphs. Students can
-understand the concept of logarithm and solve simple exponential and logarithmic equations
-identify and interpret function graphs and apply the learnt in solving technical problems
-circle-related terms
-calculate areas in technical assignments
-calculate volumes and areas of diverse items

Content (course unit)

Polynomial functions and their graphs (particularly lines and parabolas), linear dependence, and proportionality, concept of logarithm, logarithm, exponential function, and related equations. Circle theory, item areas and volumes.

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

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)

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.

Assessment scale

0-5