Study Guide

Objectives (course unit)

The student is able to
- describe and identify the functions of basic passive components in electronics
- explain the working principles and applications of a diode, transistor and thyristor
- define the special features of electronic devices as part of an electric circuit e.g. disturbance, protection
- make connections of electronic components as well as measure them and report the measurements
- describe the fundamentals and applications of digital electronics
- carry out basic measurements safely as well as analyse the results

Content (course unit)

Basic electronic components and their functions. The function of diode, transistor and thyristor.Electronic rectifier and its function. The transistor as a switch. Protecting electronic equipment. Computer simulations. Supervised laboratory work, use of measuring devices and reporting. Number systems, Boolean algebra, logical gates, basic digital connections.

Prerequisites (course unit)

Basic Skills for Building Systems Engineering or similar skills

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

The student recognizes the function of the passive basic components of electronics.
The student recognizes the diode, transistor and thyristor in the wiring diagram.
The student is able to measure simple electronic component connections.
The student recognizes the basic digital gates for connection.
The student has demonstrated his / her competence in laboratory work and assignments as well as in the exam.

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

The student recognizes and describes the operation of passive basic electronic components.
The student recognizes the diode, transistor and thyristor in the wiring diagram and is able to describe their operation.
The student is able to measure simple electronic component connections and report on them.
The student recognizes the basic digital gates for connection.
The student has demonstrated his / her competence in laboratory work and assignments as well as in the exam.

Assessment criteria, excellent (5) (course unit)

The student recognizes and describes the operation of passive basic electronic components.
The student recognizes the diode, transistor and thyristor in the wiring diagram and is able to describe their operation and applications.
The student is able to construct, measure and report simple electronic component connections.
Students are able to use Boolean algebra
The student is able to explain the operation of basic digital gates and find out how the connections made with them are.
The student has demonstrated his / her competence in laboratory work and assignments as well as in the exam.

Assessment scale

0-5

Objectives (course unit)

Opiskelija osaa
- kuvailla henkilöstöjohtamisen keskeiset periaatteet, työpsykologian keskeiset käsitteet sekä kansainvälisen ympäristön eri työkulttuuri eroavaisuudet
- tunnistaa henkilöstön osaamisen, hyvinvoinnin ja toiminnan tuloksen välisen yhteyden
- selvittää oman toimialansa työlainsäädännön keskeisen sisällön, laatia talotekniikka-alojen työntekijän työsopimuksen
- kuvailla henkilöstön rekrytointiprosessin ja irtisanomisprosessin eri vaiheet ja säännökset.
- tunnistaa yrityksen strategiaprosessin ja työkalut sekä strategian merkityksen yrityksen toiminnalle.
- kuvailla erilaisista sopimuskäytäntöjä ja niihin liittyviä velvoitteita erityisesti talonrakennusalalla
- määritellä riskejä ja reagoida muutostilanteeseen

734/5000
The student can
- describe the basic principles of human resource management, the key concepts of work psychology and the differences in the work environment in the international environment
- Recognize the link between staff competence, well-being and performance
- find out the main content of the labor legislation in their respective sectors, draw up a contract for the work of a building technology worker
- describe the different stages and provisions of the recruitment and dismissal processes.
- identify the process and tools of the company's strategy and the importance of the strategy to the company's operations.
- describe the different contractual practices and related obligations, in particular in the field of building construction
- identify risks and react to change

Content (course unit)

Basics and challenges of leadership and management. Personal leadership qualities and their development. Recruitment.
Contracts and documents in construction. Labour market and collective labour agreements, contracts of employment, job descriptions, conditions of employment, indirect labour costs, working hours, termination of an employment contracts. Hiring labour, employing foreign labour.

Prerequisites (course unit)

Enterprise Economics (5T00BE26)

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

The student briefly describes the principles of human resource management. He / she is able to find key employment laws and contracts. They will be able to draw up an employment contract and describe aspects of recruitment.

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

The student can apply the principles of the person management and labour legislation and central agreements. He can analyse the differences of the contracts of employment of the different worker groups of the building services field, can describe the tools of the motivation of the recruiting process and staff of the staff. The student can describe the strategy process. The student identifies the significance of the agreement in the entrepreneurship.

Assessment criteria, excellent (5) (course unit)

The student can describe the principles of the staff management, labour legislation and agreements widely. The student can draw up a development plan to himself as a superior. The student can describe and can adapt comprehensively the strategy process. The student can describe the significance of the agreements and responsibilities to the company

Assessment scale

0-5

Objectives (course unit)

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

Content (course unit)

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

Prerequisites (course unit)

Basics of Measuring and Reporting

Further information (course unit)

Alternative ways for project learning implementations

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment criteria, pass/fail (course unit)

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

Assessment scale

0-5

Objectives (course unit)

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

Content (course unit)

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

Prerequisites (course unit)

Comprehensive school Swedish

Further information (course unit)

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

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

The student is able to tell about himself / herself, his / her daily plans, his / her free time,
graduate education. The student is able to present simple things related to his / her apartment, place of residence and technical equipment in his / her field.
The student simply describes the object geometry and numerical information. The student has a poor command of basic Swedish grammar.

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

The student is able to tell the most important things about himself, his day plans, his free time, his hobbies and his studies.
The student is able to present the essential things about his / her apartment, his / her place of residence and the technical equipment of his / her field.
The student is able to describe the object quite well geometrically and numerically. The student is proficient in Swedish basic grammar.

Assessment criteria, excellent (5) (course unit)

The student is able to tell in a versatile and meaningful way about himself, his daily plans, his free time, his hobbies and
graduate education. The student is able to present his / her apartment, place of residence and technical equipment in his / her field fluently.
The student is able to describe object geometry and numerical data without difficulty. The student has a good command of basic Swedish grammar.

Assessment scale

Pass/Fail

Objectives (course unit)

After completing the course, the student will be able to:

• Identify job tasks and stakeholders in the field
• Determine the requirements for various tasks
• Create a job application and CV, showcasing their skills
• Assess their competence in relation to workplace demands
• Gather essential information about employment legislation in the field
• Recognize basic rules in the workplace and identify areas for personal development
• Obtain a work safety card, a hot work card, and emergency first aid training.

Content (course unit)

Requirements for the quality of internships, related agreements and procedures, reporting practices during internships, information about employment relationships, and applying for internship positions.
Coaching for internships includes internship information sessions organized by the student union, guidance before the first internship period, program-specific information sessions, and company events.
Fundamentals of safety engineering, occupational safety, hot work, and first aid.

Further information (course unit)

The student participates in the practice training before the actual practice period. Participation in coaching is a prerequisite to begin the actual training period.

Assessment criteria, pass/fail (course unit)

Pass (s): The student is well acquainted with different jobs and companies in the field of building services. He has the material to apply for an internship and has been actively applying for internships in the industry. He / she is able to find out the contracts and terms of employment and apprenticeships. The student has participated in business events, trade fairs and seminars related to the profession. The student has prepared a plan for the learning objectives for the practical training and a career plan.
The student has completed the occupational safety card, hot work card and emergency first aid card trainings.

Assessment scale

Pass/Fail

Objectives (course unit)

After completing the course, the student will be able to:

• Identify job tasks and stakeholders in the field
• Determine the requirements for various tasks
• Create a job application and CV, showcasing their skills
• Assess their competence in relation to workplace demands
• Gather essential information about employment legislation in the field
• Recognize basic rules in the workplace and identify areas for personal development
• Obtain a work safety card, a hot work card, and emergency first aid training.

Content (course unit)

Requirements for the quality of internships, related agreements and procedures, reporting practices during internships, information about employment relationships, and applying for internship positions.
Coaching for internships includes internship information sessions organized by the student union, guidance before the first internship period, program-specific information sessions, and company events.
Fundamentals of safety engineering, occupational safety, hot work, and first aid.

Further information (course unit)

The student participates in the practice training before the actual practice period. Participation in coaching is a prerequisite to begin the actual training period.

Assessment criteria, pass/fail (course unit)

Pass (s): The student is well acquainted with different jobs and companies in the field of building services. He has the material to apply for an internship and has been actively applying for internships in the industry. He / she is able to find out the contracts and terms of employment and apprenticeships. The student has participated in business events, trade fairs and seminars related to the profession. The student has prepared a plan for the learning objectives for the practical training and a career plan.
The student has completed the occupational safety card, hot work card and emergency first aid card trainings.

Assessment scale

0-5

Objectives (course unit)

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

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

Content (course unit)

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

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

Student

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

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

Student

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

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

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

Content (course unit)

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

Prerequisites (course unit)

Differential Calculus and Integral Calculus or similar skills

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

In this course, students will explore the fundamentals of electrical building services engineering and HVAC engineering, and acquire basic skills in using common CAD software. Upon completing the course, students will be able to:

• Describe key building services engineering systems and their functions within the responsibility of a building services professional.
• Identify and observe technical equipment and solutions in the built environment.
• Name key regulations governing the field and recognize the international and national foundations behind these regulations.
• Investigate the competence requirements in the field, including educational prerequisites, and strategically plan their own studies.
• Observe external and internal environmental conditions.
• Analyze the significance of the field as both an energy consumer and potential producer.
• Apply general principles of technical documentation and drawing standards.
• Interpret technical drawings and communicate effectively using them.
• Utilize basic functions of CAD software.
• Design and create their own document templates based on guidelines.

Content (course unit)

In this course, students will delve into building services systems and their history, including their distinctive features.
The key players in the field, regulations, and standards related to building services engineering will be covered.
The qualification requirements for the field, the significance of building services engineering in energy production and consumption, and an introduction to tasks within the industry will be explored.
Additionally, students will learn the basics of technical documentation, interpretation of documents, drawing standards, fundamentals of computer-aided documentation, and the creation of personalized document templates.

Further information (course unit)

Priority for the course is given primarily to students of the building services engineering degree program.

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

The student recognizes basic building services systems and can discuss their significance and investigate energy pricing.
The student can list key regulations governing building services and common tasks in the field.
The student can use the basic drawing functions of CAD, but the use of auxiliary functions has not been fully mastered.
The student generally works according to the agreed schedules in tasks.

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

The student can describe the operating principles of basic building services solutions and their impact on indoor conditions and energy use.
The student can explain the principles of energy pricing to consumers. The student is familiar with companies, organizations, and professional magazines in the field.
The student can use CAD software proficiently for creating technical documents.
The student works in tasks according to the agreed schedules.

Assessment criteria, excellent (5) (course unit)

The student can observe and make improvement suggestions on phenomena in the building services field, report extensively, and discuss professionally with professionals in the building services industry, and broadly recognize the systems in the field.
The student can seek professional information from reliable sources.
The student can use CAD software proficiently as a tool for documentation.
The student effectively utilizes the software's auxiliary tools and completes their work with finesse.
The student works responsibly and according to the agreed schedule

Assessment scale

0-5

Objectives (course unit)

In this course, students will explore the fundamentals of electrical building services engineering and HVAC engineering, and acquire basic skills in using common CAD software. Upon completing the course, students will be able to:

• Describe key building services engineering systems and their functions within the responsibility of a building services professional.
• Identify and observe technical equipment and solutions in the built environment.
• Name key regulations governing the field and recognize the international and national foundations behind these regulations.
• Investigate the competence requirements in the field, including educational prerequisites, and strategically plan their own studies.
• Observe external and internal environmental conditions.
• Analyze the significance of the field as both an energy consumer and potential producer.
• Apply general principles of technical documentation and drawing standards.
• Interpret technical drawings and communicate effectively using them.
• Utilize basic functions of CAD software.
• Design and create their own document templates based on guidelines.

Content (course unit)

In this course, students will delve into building services systems and their history, including their distinctive features.
The key players in the field, regulations, and standards related to building services engineering will be covered.
The qualification requirements for the field, the significance of building services engineering in energy production and consumption, and an introduction to tasks within the industry will be explored.
Additionally, students will learn the basics of technical documentation, interpretation of documents, drawing standards, fundamentals of computer-aided documentation, and the creation of personalized document templates.

Further information (course unit)

Priority for the course is given primarily to students of the building services engineering degree program.

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

The student recognizes basic building services systems and can discuss their significance and investigate energy pricing.
The student can list key regulations governing building services and common tasks in the field.
The student can use the basic drawing functions of CAD, but the use of auxiliary functions has not been fully mastered.
The student generally works according to the agreed schedules in tasks.

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

The student can describe the operating principles of basic building services solutions and their impact on indoor conditions and energy use.
The student can explain the principles of energy pricing to consumers. The student is familiar with companies, organizations, and professional magazines in the field.
The student can use CAD software proficiently for creating technical documents.
The student works in tasks according to the agreed schedules.

Assessment criteria, excellent (5) (course unit)

The student can observe and make improvement suggestions on phenomena in the building services field, report extensively, and discuss professionally with professionals in the building services industry, and broadly recognize the systems in the field.
The student can seek professional information from reliable sources.
The student can use CAD software proficiently as a tool for documentation.
The student effectively utilizes the software's auxiliary tools and completes their work with finesse.
The student works responsibly and according to the agreed schedule

Assessment scale

0-5

Objectives (course unit)

In this course, students will explore the fundamentals of electrical building services engineering and HVAC engineering, and acquire basic skills in using common CAD software. Upon completing the course, students will be able to:

• Describe key building services engineering systems and their functions within the responsibility of a building services professional.
• Identify and observe technical equipment and solutions in the built environment.
• Name key regulations governing the field and recognize the international and national foundations behind these regulations.
• Investigate the competence requirements in the field, including educational prerequisites, and strategically plan their own studies.
• Observe external and internal environmental conditions.
• Analyze the significance of the field as both an energy consumer and potential producer.
• Apply general principles of technical documentation and drawing standards.
• Interpret technical drawings and communicate effectively using them.
• Utilize basic functions of CAD software.
• Design and create their own document templates based on guidelines.

Content (course unit)

In this course, students will delve into building services systems and their history, including their distinctive features.
The key players in the field, regulations, and standards related to building services engineering will be covered.
The qualification requirements for the field, the significance of building services engineering in energy production and consumption, and an introduction to tasks within the industry will be explored.
Additionally, students will learn the basics of technical documentation, interpretation of documents, drawing standards, fundamentals of computer-aided documentation, and the creation of personalized document templates.

Further information (course unit)

Priority for the course is given primarily to students of the building services engineering degree program.

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

The student recognizes basic building services systems and can discuss their significance and investigate energy pricing.
The student can list key regulations governing building services and common tasks in the field.
The student can use the basic drawing functions of CAD, but the use of auxiliary functions has not been fully mastered.
The student generally works according to the agreed schedules in tasks.

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

The student can describe the operating principles of basic building services solutions and their impact on indoor conditions and energy use.
The student can explain the principles of energy pricing to consumers. The student is familiar with companies, organizations, and professional magazines in the field.
The student can use CAD software proficiently for creating technical documents.
The student works in tasks according to the agreed schedules.

Assessment criteria, excellent (5) (course unit)

The student can observe and make improvement suggestions on phenomena in the building services field, report extensively, and discuss professionally with professionals in the building services industry, and broadly recognize the systems in the field.
The student can seek professional information from reliable sources.
The student can use CAD software proficiently as a tool for documentation.
The student effectively utilizes the software's auxiliary tools and completes their work with finesse.
The student works responsibly and according to the agreed schedule

Assessment scale

0-5

Objectives (course unit)

In this course, students will explore the fundamentals of electrical building services engineering and HVAC engineering, and acquire basic skills in using common CAD software. Upon completing the course, students will be able to:

• Describe key building services engineering systems and their functions within the responsibility of a building services professional.
• Identify and observe technical equipment and solutions in the built environment.
• Name key regulations governing the field and recognize the international and national foundations behind these regulations.
• Investigate the competence requirements in the field, including educational prerequisites, and strategically plan their own studies.
• Observe external and internal environmental conditions.
• Analyze the significance of the field as both an energy consumer and potential producer.
• Apply general principles of technical documentation and drawing standards.
• Interpret technical drawings and communicate effectively using them.
• Utilize basic functions of CAD software.
• Design and create their own document templates based on guidelines.

Content (course unit)

In this course, students will delve into building services systems and their history, including their distinctive features.
The key players in the field, regulations, and standards related to building services engineering will be covered.
The qualification requirements for the field, the significance of building services engineering in energy production and consumption, and an introduction to tasks within the industry will be explored.
Additionally, students will learn the basics of technical documentation, interpretation of documents, drawing standards, fundamentals of computer-aided documentation, and the creation of personalized document templates.

Further information (course unit)

Priority for the course is given primarily to students of the building services engineering degree program.

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

The student recognizes basic building services systems and can discuss their significance and investigate energy pricing.
The student can list key regulations governing building services and common tasks in the field.
The student can use the basic drawing functions of CAD, but the use of auxiliary functions has not been fully mastered.
The student generally works according to the agreed schedules in tasks.

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

The student can describe the operating principles of basic building services solutions and their impact on indoor conditions and energy use.
The student can explain the principles of energy pricing to consumers. The student is familiar with companies, organizations, and professional magazines in the field.
The student can use CAD software proficiently for creating technical documents.
The student works in tasks according to the agreed schedules.

Assessment criteria, excellent (5) (course unit)

The student can observe and make improvement suggestions on phenomena in the building services field, report extensively, and discuss professionally with professionals in the building services industry, and broadly recognize the systems in the field.
The student can seek professional information from reliable sources.
The student can use CAD software proficiently as a tool for documentation.
The student effectively utilizes the software's auxiliary tools and completes their work with finesse.
The student works responsibly and according to the agreed schedule

Assessment scale

0-5

Objectives (course unit)

The student is able to
- apply SCADA solutions for real estate automation management.
- analyze building automation control systems, remote connections and data security
- recognize technology related to the design and implementation of SCADA systems
- apply functional descriptions in the programming of building automation systems
- design user interfaces in a user-oriented way.

Content (course unit)

Different interfaces, remote monitoring and interfaces used in automation systems. Functions, capabilities and applications of different systems. Implementation of a user-driven control and monitoring system project.

Prerequisites (course unit)

Building Automation Systems and Field Buses, Advanced Building Automation Systems

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

The student has implemented a building automation solution according to the assignment, but there are shortcomings in the implementation and documentation. The student's actions have been imitative.

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

The student has implemented a building automation solution according to the assignment, which is largely functional and well documented. The student has been active and cooperative. The student has evaluated his / her work and provided other students constructive feedback.

Assessment criteria, excellent (5) (course unit)

The student has implemented a functional building automation solution in accordance with the assignment and has also introduced broader features. Documentation is professional and solutions are justified from different angles. The student's activities have been conducive to collaboration and work development.

Assessment scale

0-5

Objectives (course unit)

The student is able to
- design and dimension the basic structure for an electric network in a non-residential building
- use different methods of installation and select the accessories and devices for installation
- apply in practice the regulations and standards concerning electrical installations
- make choices based on technical and economic criteria

Content (course unit)

Dimensioning and structure of an electrical network for a building, main distribution system, transformer substations, high-voltage devices, measurements, earthing, equipontential bonding, compensation. Types and structures of distribution centres and their design. Shielding. Analysing electrical networks, load, harmonic content.
Defining the need for and type of monitoring, designing circuit diagrams, electric points, choice of devices, installation methods, collective electrical networks, cable ducts, UPS-network. Installation in special areas. Pricing products and investment calculation. Electricity procurement.

Prerequisites (course unit)

Electrical Building Services in Residential Buildings study module

Assessment scale

0-5

Objectives (course unit)

The student is able to

- dimension and plan an electrical network for a residential building
- suggest alternative solutions for renewing electrical systems in old residential buildings
- clarify the part of electrical systems in the meeting the energy efficiency requirements
- analyse the potential use of small local power stations and plan the network in residential building so that it is suited for small energy production
- review the costs of acquiring and maintaining electrical systems
- identify building services engineering solutions in different phases of building
- work safely and appropriately in building site conditions and identify points of danger

Content (course unit)

The dimensioning, protection, selection of equipment and structure of an electrical network in a residential building. The repair, adaptation and renewal of old installations. The effect of energy efficiency regulations on the selection of electrical systems. Small local power stations and their connection to the electrical network of a residential building. Maintenance support. The cost of acquisition, maintenance and connection. Becoming acquainted with electrical installation and electrical works and analysing a building site in a multiprofessional group. Basics of risk analysis. A planning project.

Prerequisites (course unit)

Building Services Engineering Solutions for A Detached House module

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

The student is not able to dimension and design the electrical network of a residential property and to make some solutions for the modernization of the electrical systems of old residential properties.

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

The student is able to design and design an electrical network for a conventional residential property and use the instructions to make solutions for upgrading the electrical systems of an old residential property. The student is able to find out the role of electrical systems in implementing energy efficiency requirements and to find out how small local power plants can be used and to design the property's electricity network also for small scale production.

Assessment criteria, excellent (5) (course unit)

The student is able to reasonably dimension and design the electrical network of a residential property and to apply the solutions for the modernization of the electrical systems of old residential properties. The student is able to find out the role of electrical systems in implementing energy efficiency requirements and to find out how small local power plants can be used and to design the property's electricity network also for small scale production. Can determine the costs of purchasing and operating electrical systems.

Assessment scale

0-5

Objectives (course unit)

Student is able to
- apply models of heat transfer to describe thermal operation of building services systems
- explain the operational principle of heat pumps and coolers and complete basic power calculations
- model propagation of sound in air and in solid structures and knows basic concepts of sound.

Content (course unit)

Basics of refrigeration, heat pumps, refrigerators and freezers. Calculation of thermal, cooling, and compressor powers, coefficient of performance. Heat transfer mechanisms (conduction, convection and radiation) and their models. Temperature profile calculations and simple power estimation calculations for heating systems (for example electric underfloor or window heating). Basic phenomenon of wave motion and oscillations, standing waves, basics of sound and noise modelling, human hearing, sound pressure level, dampening and sound insulation, A-weighting.

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

Student is able to solve problems similar to teacher’s examples. Assessed exercises might be erroneous or student might have difficulties returning them in time. Student might need special support to be able to complete given tasks. Student knows the operating principle of heat pumps and is able to model heat transfer in simple electrical heating cases. Student is familiar with basic concepts of noise and sound insulation.

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

Student is able to apply the course material to more complex problems. Assessed exercises contain only minor errors and student uses correct terminology. Student shows the capability to work independently. Student understands limits of used models.

Assessment criteria, excellent (5) (course unit)

Student is able to associate how the course material links to building services engineering by comparing modelling results to real world values or by critically analyzing the meaning of those results. Student shows profiency giving written validations to the results. Assessed exercises are flawless.

Assessment scale

0-5

Assessment scale

Pass/Fail

Objectives (course unit)

After completing the study module, the student:

• Can perform a guided measurement task
• Can prepare a measurement protocol according to the guided task
• Can apply various methods for processing measurement results
• Can create a graphical representation supporting measurement results and their processing
• Can calculate error estimates according to the measurement task
• Can prepare a report according to the standards using good Finnish language under guidance
• Utilizes received feedback
• Uses language according to technical standards and language usage recommendations in written communication
• Reports engineering-like technical measurements and tests, which can be illustrated as needed.

Content (course unit)

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

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

The student is able to apply knowledge and skills in the practical expert tasks relating to their professional studies in building services engineering. The student is able to show their capability for independent, long-span and target-oriented research work. Student is revealing in-depth handling of the topic they have chosen and outlines and reports work according to the requirements set for the bachelor's. The student is capable for independent information search, know how to apply the knowledge into practice and to gives development suggests to the client of the bachelor thesis. The thesis must show familiarity with the topic of the thesis, mastery of the research methods needed as well as professional communication.

Content (course unit)

The students usually choose the topic for the bachelor's thesis themselves. The bachelor's thesis must focus on a topic, which is relevant for tasks which form the basis of the degree programme. It can be a part of a single or multidisciplinary project or research. Bachelor's thesis orientation is a mandatory part of the course.

Prerequisites (course unit)

The courses of the 1st to 3rd year of TUAS Building Services Program

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

According to the TUAS Bachelor’s thesis criterias

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

According to the TUAS Bachelor’s thesis criterias

Assessment criteria, excellent (5) (course unit)

According to the TUAS Bachelor’s thesis criterias

Assessment scale

0-5

Objectives (course unit)

The goal of the bachelor's thesis is to develop and show the students’ ability to apply their knowledge and skills in the practical expert tasks relating to their professional studies in building services engineering. The students show their capability for independent, long-span and target-oriented research work, in-depth handling of the topic they have chosen and outlined and reporting their work according to the requirements set for the bachelor's. The students are capable for independent information search, know how to apply their knowledge into practice and to give development suggests to the client of the bachelor thesis. The thesis must show familiarity with the topic of the thesis, mastery of the research methods needed as well as professional communication.

Content (course unit)

The students usually choose the topic for the bachelor's thesis themselves. The bachelor's thesis must focus on a topic, which is relevant for tasks which form the basis of the degree programme. It can be a part of a single or multidisciplinary project or research. Bachelor's thesis orientation is a mandatory part of the course.

Prerequisites (course unit)

The courses of the 1st to 3rd year of TUAS Building Services Program

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

According to the TUAS Bachelor’s thesis criterias

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

According to the TUAS Bachelor’s thesis criterias

Assessment criteria, excellent (5) (course unit)

According to the TUAS Bachelor’s thesis criterias

Assessment scale

0-5

Objectives (course unit)

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

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

Content (course unit)

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

Assessment criteria, pass/fail (course unit)

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

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

Assessment scale

0-5

Objectives (course unit)

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

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

Content (course unit)

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

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

The student is able to
- to determine an objective, schedule and staff and other resources to the project work
- to apply the knowledge acquired in the study modules and skills in its project work
- to operate professionally and customer-orientedly in a multidisciplinary project group

Content (course unit)

The contents of the project are agreed on between teachers, student and the possible principals and other interest groups. The project can be connected to the RDI project activity, developing of education or learning environments. It also can consist of arrangements of different common professional seminars, an international exhibition trip or company transactions.

Prerequisites (course unit)

Studies which are related to the subject matter of the project or corresponding knowledge and skills

Further information (course unit)

For the study module project work and project studies which are related to the studies will be recorded.

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

The student has functioned as a member of the agreed project group and has reported, his own operation and his working. As a member of the group he has participated in the arrangement of objectives and in the planning of the work but his action has not been active. It is tolerable the following of the agreed schedules and to perform tasks.

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

The student has participated actively and according to the agreed objectives in the project group and he is his operation, well reported. His work contribution has been good even though in knowledge and skills it is still on something in the areas, developed. The tasks have been made according to the agreed schedule.

Assessment criteria, excellent (5) (course unit)

The student has acted responsibly and promoting the operation of the whole group in the project group. He has made his agreed tasks well and has brought an expert point of view to them and has adapted to the project work the subjects learned by it well.

Assessment scale

0-5

Objectives (course unit)

The student is able to
- describe the operating principles of the most common HVAC processes
- define the field devices needed for the process and determine the relationship between the processes and the field devices
- explain the basic characteristics of dynamic processes (gain, time constant, delay) and their importance for control
- the student is able to perform a step response test for a simple process and tune the PI controller by some known method

Content (course unit)

Heat distribution process automation, ventilation unit automation, room control and airflow control, control theory.

Prerequisites (course unit)

Building Automation and HVAC (5T00BE18)

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

The student is able to describe the significance of a building automation system as a part of building technology and to identify the equipment used in a building automation system and interpret documents related to the system. The student is able to make a simple HVAC process control diagram.

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

The student is able to create a control diagram and description of the conventional HVAC process and describe the structure and equipment of the building automation system required by it. The student is able to create documents related to building automation system according to the design instructions. The student understands the importance of process gain and time constant .

Assessment criteria, excellent (5) (course unit)

The student is able to apply the topics covered and take into account the purpose of the premises and the objectives set for them when defining the activities related to the process. The student is able to utilize the opportunities offered by the systems and apply them to achieve the set goals. The student is able to tune the PI controller.

Assessment scale

0-5

Objectives (course unit)

The student is able to
- describe the type of technical documentation that building automation systems are typically produced in the building design phase
- recognize the equipment in the documents and understands the significance of the equipment markings
- find out how the most common field devices work
- explain the principles of data transfer in building automation systems
- describe the characteristics and requirements of the fieldbus standards used in the property

Content (course unit)

Building automation system documentation, field equipment, building automation system structure, communication protocols and fieldbus, cloud services, and basic SCADA solutions

Prerequisites (course unit)

HVAC Building Services Engineering in Residential Buildings module

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

The student recognizes system-related components and can name them. The student understands what is the significance of a building automation system for a property. The student identifies the most common fieldbus standards.

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

The student understands the general characteristics of field equipment used in building automation. The student is able to choose field equipment and system equipment to be used in building automation systems based on the requirements set for them. The student is able to describe the requirements of the most common fieldbus standards.

Assessment criteria, excellent (5) (course unit)

The student is able to define requirements for field equipment and system equipment. The student is able to define requirements for integration of equipment and other systems in the property.

Assessment scale

0-5

Objectives (course unit)

The student is able to

- identify typical past and present building constructions and their constraints for building services engineering
- interpret structural documents
- describe the process planning and realising of a building project and the interoperations of designers and contractors
- pass on information at the right time
- play an appropriate part in the production planning process of a building site for a house
- analyse the general practices and key occupational safety features at a building site

Content (course unit)

Basics of construction technology, structures, structural elements, materials, fixtures, external structures.
Construction planning and documentation. The significance of structures for energy efficiency. Structures and moisture. Phases of a building project, the stakeholders and their mutual tasks. Types of contracts, inspection and scheduling techniques. Meeting and cooperation procedures during the planning and realisation. Occupational safety on a building site.

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

The student recognizes the most common constructions, but is able to describe the connection of building technology to them in a narrow way. He names the parties to the building project, but their roles and site organizations are incomplete.
The student is familiar with the written materials of the course. In addition to the material distributed during the course, the student will produce assignments using the information available in literature and online material, and use the terminology of the field appropriately. The exercise assignments have been reset as instructed.

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

613/5000
The student recognizes the most common constructions and their alignment with building technology. He gives a broad description of the parties involved in the building project, their tasks and the site organizations.
The student is able to describe the importance of planning and land use in building services solutions and the required permit procedures.
The student is familiar with the written materials of the course. The student will produce the assignments using the material available in the course in addition to the material distributed in the course and will use the terminology of the field well. The exercise assignments have been reset as instructed.

Assessment criteria, excellent (5) (course unit)

In addition to the above, the student compares different implementations of construction project and site design from the perspective of building technology. He outlines different options for combining structures and building technology.

Assessment scale

0-5

Objectives (course unit)

In this course, you will learn physics that is important in terms of electrical building technology, the topics of which are electromagnetism, currents and heat transfer.

After completing the study course, you
• now the concepts of electric and magnetic fields and know the mechanism of electromagnetic force generation
• know the quantities that describe the electromagnetic properties of materials
• know the principle of electromagnetic induction and recognize the applications of induction in building technology
• know the quantities that describe pipe flow, such as flow rate, volume and mass flow, their units and the dependencies between the quantities, and you know how to model frictionless flow
• can calculate the thermal resistance of a simple structure, the heat transfer coefficient and the heat flow through a plane and cylinder surface
• know the effect of thermal insulation on electrical building technology

Content (course unit)

• Electric field, magnetic field
• Force in an electromagn field
• Matter and magnetism
• Flow, flow modeling
• Heat transfer

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

• knows objects and phenomena related to the topic
• partially knows how to relate objects and phenomena related to the topic to technology and everyday applications
• knows the quantities related to the objects and phenomena of the subject area, the related units and the laws between the quantities only in familiar, exemplary situations.
• has a basic idea of the phenomena related to the subject area of insufficient qualitative level
• Recognizes the basic phenomena of physics appearing in problems related to the topic, the whole is partly unstructured and incomplete.
• can describe on a qualitative level some of the basic principles of solving problems related to the topic and makes his solutions as copies of previously studied examples.
• recognize, with support or based on a previous example, the quantities related to the problems and their preservation or change
• the selection of the laws needed to solve the problems is based on support or ready-made example models. Self-directed selection of models is uncertain and partly random.
• knows how to solve computational problems in situations that are, for example, familiar
• can sometimes state the solutions of computational problems with suitable accuracy of presentation
• the student has challenges justifying the choices he has made orally or in writing
• there are challenges in assessing the correctness and reliability of computational solutions.
• Works in the measurement related to the topic as part of a group

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

• knows the objects and phenomena related to the topic
• knows how to connect objects and phenomena related to the topic to technology and everyday applications
• knows the quantities related to the objects and phenomena of the topic, their units and the basic laws of physics between the quantities
• have a basic idea of the right qualitative level about the phenomena related to the topic
• can identify the basic phenomena of physics that are relevant to the solution of the problems in the problems related to the topic
• can describe on a qualitative level the basic principles of solving problems related to the subject area and justify the choices they have made related to solving problems
• identify the quantities related to problems and their preservation or change
• knows how to choose the laws needed to solve problems
• Knows the limitations of the laws he uses
• knows how to solve computational problems by making good use of the laws of his choice
• knows how to state the solutions of computational problems with appropriate accuracy of presentation
• can justify the choices he made orally or in writing
• knows how to evaluate the reasonableness, correctness and reliability of the calculated solutions he has made
• can carry out a simple measurement related to the topic and interpret the results obtained through the quantities and basic laws they have adopted

Assessment criteria, excellent (5) (course unit)

• knows the objects and phenomena related to the subject area and their connection to other subject areas
• knows how to comprehensively relate objects and phenomena related to the topic to technology and everyday applications
• thoroughly knows the quantities related to the objects and phenomena of the topic, their units and the basic laws of physics between the quantities and knows their limitations
• has a basic idea of the right qualitative level about the phenomena related to the topic and knows how to express it to others
• can identify the basic phenomena of physics that are relevant to the solution of the problems in the problems related to the topic
• can describe on a qualitative level the basic principles of solving problems related to the subject area and justify the choices they have made related to solving problems
• identify the quantities related to the problems in a broad area, and their preservation or change
• knows how to choose the laws needed to solve problems
• Knows the limitations of the laws he uses
• knows how to solve computational problems by making good use of the laws of his choice
• knows how to state the solutions of computational problems with appropriate accuracy of presentation
• can justify the choices he made orally or in writing
• can reasonably assess the reasonableness, correctness and reliability of the calculated solutions he has made
• can implement and, if necessary, plan a simple measurement related to the topic and interpret the results obtained through the quantities and basic laws they have adopted.

Assessment scale

0-5

Objectives (course unit)

The student is able to
- describe the different phases of designing building services as well as the principles of documenting the process
- apply topics learnt in studies of electrical building services engineering and create necessary design and realisation documents
- work in a professional project
- cooperate with designers from other fields

Content (course unit)

Managing and scheduling a design project.
Creating design and realisation documents for electrotechnical data systems in a non-residential building. Basics of the risk management. Working as a member of a project team, acquiring and passing on information at the right time. Integration of plans. Building services engineering task list.

Prerequisites (course unit)

Electrical Building Services in Residential Buildings study unit

Assessment scale

0-5

Objectives (course unit)

The student is able to
- explain the reasoning behind the use and maintenance of systems as well as draft a service and maintenance plan
- apply modern requirements when renewing the electrical systems of buildings constructed in different times.

Content (course unit)

Periodic inspections of electrical devices, maintenance programes, condition surveys, basics of facility engineering. Energy saving planning. Life cycle of buildings. Repairs and renewal of building services systems. Requirements for electrical safety in repair, conversion and additional work.

Prerequisites (course unit)

Electrical Building Systems in Non-residential Buildings module

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

The student is able to describe the importance of maintenance and service activities as a part of building technology and to identify maintenance and maintenance procedures and interpret related documents.

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

The student is able to draw up a regular maintenance program and carry out an electrical system condition assessment. The student is able to create a report according to the instructions.

Assessment criteria, excellent (5) (course unit)

The student is able to apply the topics covered and takes into account the purpose of the premises and the objectives set for them in the preparation of the maintenance program. The student is able to compile a comprehensive report and apply it as a property maintenance tool.

Assessment scale

0-5

Objectives (course unit)

The student is able to
- safely measure electro-technical variables in the electrical network and analyse the results
- verify whether the most common building services engineering systems meet the requirements
- report measurements and draw conclusions of them

Content (course unit)

Basics of electrical measurement. Measuring building and distribution networks. Measurements required in commissioning electrical installations, quality controls and inspections during the work phase, inspections during receiving and commissioning installations. Functional checks of devices. Analysing measurement results.

Prerequisites (course unit)

Electrical Building Systems in Non-residential Buildings module

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

The student is able to do measurement connections and perform measurements according to given work instructions and separate instructions. Students take responsibility for their own work and know how to work in a group.

Accepted course completion requires that the student has followed the instructions given; has participated in laboratory work according to attendance requirements (100% attendance); has prepared and returned the pre-requisites, brief reports and coursework in a timely manner; and passed the course exam successfully.

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

In addition to the above, the student is able to explain the course of the measurements he / she has made, to process the measurement results and to justify his / her observations during and during the measurements.

The student performs the tasks independently and assumes responsibility for the group's performance.

Assessment criteria, excellent (5) (course unit)

274/5000
In addition to the above, the student is able to critically analyze the measurements he / she has made and the measurement results he / she has processed and to draw more in-depth conclusions from his / her observations. Students are motivated and active and take responsibility for their own and group performance.

Assessment scale

0-5

Objectives (course unit)

The student is able to
- dimension the most common electric motor drives and knows where the drives are used
- dimension direct and adjusted motor drives
- describe the central components in power electronics, their function and impact on the network
- make control circuits for electric motor drives
- explain the possibilities of a frequency converter drive
- describe ways to integrate systems

Content (course unit)

Selection criteria for the most common electric motor drives used in automation. The selection and functioning of low voltage appliances and power electronic devices. Selection of motors, overload protection of motors, components of a low voltage centre, basics of power electronics, adjusted motor drives used in building services engineering. Main and control circuit diagrams.

Prerequisites (course unit)

5T00BJ49 Electrical Power Engineeering

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

Knowledge of basic operation, usability and operation of a short circuit motor. Expertise in direct and controlled motor drive protection and basic dimensioning.

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

Knowledge of basic operation, usability and operation of a induction motor. Competence in direct and controlled motor drive protection and basic dimensioning while working independently. Knowledge of network effects of motor drives.

Assessment criteria, excellent (5) (course unit)

Deep knowledge of basic operation, usability and operation of a induction motor. Competence in direct and controlled motor drive protection and applied dimensioning while working independently. Narrative and knowledge of network effects of motor drives.

Assessment scale

0-5

Objectives (course unit)

The student is able to
- describe the structure, components and special features of typical distribution networks
- dimension and select the components for a low voltage network as well as plan overload protection and contact voltage protection
- plan the overload protection and leakage protection for a detached and turned off radial medium voltage network

Content (course unit)

Basic structures of electrical distribution networks, components and principles of protection. Calculation of electro-technical quantities in a radial distribution network: modelling the components and loads in a network, load flow calculations, calculating short circuit currents, calculating current leakage. Basic principles of technical and economic design and use of distribution networks. Electricity markets.

Prerequisites (course unit)

AC Circuit Analysis

Assessment scale

0-5

Objectives (course unit)

The student is able to
- detect the building services engineering devices and solutions in a built environment and, in collaboration with others, produce technical documentation about them.
- use applications of CAD as a professional tool
- based on documentation, carry out basic couplings for electrical systems and measure them
- find out the requirements for occupational safety in electrical site tasks and apply these when carrying out electrical tasks
- define the responsibilities and obligations related to the tasks of a person responsible for occupational safety

Content (course unit)

Use of CAD in electrical planning. Creating planning documents. Inspection and documentation of the existing installation. Basic couplings and their documentation.Electrical occupational safety regulations and standards. The basics of occupational safety.

Prerequisites (course unit)

Tools for Building Services or equivalent

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

The student uses the basic functions of electrical engineering software, but there are shortcomings in using it and meeting the schedules is challenging.
The student has participated in the tasks they have received, but the work is formulaic
The student recognizes the basic challenges of electrical work safety but applies the electrical safety requirements in a narrow way.

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

The student is able to use electrical design software fluently and generally stays well on schedule. Minor shortcomings may occur.
The student has actively participated in the tasks they have received and contributed to the group's activities.
The student describes the basic challenges of electrical work safety and is able to apply electrical safety requirements in normal situations.

Assessment criteria, excellent (5) (course unit)

The student uses the electrical design software in an appropriate and expedient manner and works on schedule.
The student acts responsibly in the tasks they are given and develops the group's activities.
The student describes extensively the challenges of electrical work safety and is able to apply electrical work safety requirements.

Assessment scale

0-5

Objectives (course unit)

The student is able to
-plan and carry out electrical measurements of different aspects of electrical power engineering systematically and safely
- analyse and report the results

Content (course unit)

Planning, carrying out and reporting electro-technical measurements. Working safely and following regulations. Laboratory projects relating to some of the following: three-phase systems, three-phase transformers, motors, generators, rectifiers, alternators, frequency converters, relay protection techniques, high voltage equipment, compensation of idle power, commissioning electrical equipment. Check-up measurements of electrical installations.

Prerequisites (course unit)

First Aid training and the 1st, 2nd and 3rd year studies in mathematics, physics and electrical engineering.

Assessment scale

0-5

Objectives (course unit)

The student is able to
- analyse the basic structures of production, transfer and distribution of electric energy as well as calculate the key quantities in electrical networks
- interpret electrical drawings and documents
- describe disturbances in an electrical network and ways to protect it
- name the key electrical machines and describe their working principles and the main principles of electric drives and their key components.

Content (course unit)

The Finnish electricity supply, the structure of the production and consumption of electricity, the structural principles and key components of electrical networks, overvoltage protection, power quality. Short circuits in the electricity distribution network.
The key features of transformers and the most common electrical machines. The structural principles and components of electric drive systems, the basic structure and components of electric motors.

Prerequisites (course unit)

Electrical Circuits and Electrical Measurement (5T00BJ48)

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

The student can only use the concepts and calculation principles discussed in the course schematically.

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

The student is able to apply the concepts and calculation principles discussed in the course.

Assessment criteria, excellent (5) (course unit)

Is able to apply independently the concepts and calculation principles discussed in the course.

Assessment scale

0-5

Objectives (course unit)

The student is aware of the topics in the area of Building Services nationally and internationally. The student is able to take a stand of these issues with arguments and criticality.

Content (course unit)

New innovations and new practices in Building Services Engineering compering with the currently used. Daily topics and future scenarios. Actual Research and Development in Building Services.

Prerequisites (course unit)

The courses of 3rd year of TUAS Building Services Program

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

Orientation of the Student in topics of Building Services is only trivial. Student is able to point out some facts and opinions about the future scenarios of the industry but the personal analysis and synthesis is narrow.

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

Student is well aware of the topics of Building Services and is able to make analysis with source criticism. Student is able to debate about the development of the industry based on the material and literature that has been distributed during the course.

Assessment criteria, excellent (5) (course unit)

Student is well aware of the national and global development scenarios in the industry of building services and construction engineering. Student is able to analyze the material critically and to present own, well-grounded views and opinions. Student is able to produce articles that may be published in the professional media of the Student’s branch of industry.

Assessment scale

0-5

Assessment scale

0-5

Assessment scale

0-5

Assessment scale

0-5

Objectives (course unit)

The student can
- Define the purpose, schedule, human and other resources for project work
- apply the acquired knowledge and skills to their project work
- work professionally and customer-oriented in a multidisciplinary project team

Content (course unit)

The content of the project will be agreed between the teacher, the student, potential principals and other stakeholders. The project may relate, for example, to additional or advanced study topics (eg energy efficiency of buildings, renovation) or RDI project activities, development of learning environments or assignments from external stakeholders. Project work can be, for example, planning or research work.

Prerequisites (course unit)

- Theoretical knowledge or skills related to the subject area of the project

Further information (course unit)

Compulsory studies are a set of project studies, the objectives and contents of which are determined annually by student or group.

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

The student has been a member of an agreed project team and reported on his / her activities and work. As a member of the group, she has been involved in goal setting and work planning, but has not been proactive. Keeping to the agreed timetables and performing the tasks is inadequate.

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

The student has participated actively and according to the agreed goals in the project group and he / she has well reported his / her activities. His work has been good, although there is still room for improvement in knowledge and skills in some areas. The tasks have been carried out according to the agreed schedule.

Assessment criteria, excellent (5) (course unit)

The student has acted responsibly in the project group and promoted the activities of the whole group. He has done the agreed-upon assignments with high quality, brought a professional perspective to them, and applied well the topics he has learned in project work.

Assessment scale

0-5

Objectives (course unit)

The student is able to
- describe the phases, stakeholders and central project management tasks in a building services engineering contract
- calculate tenders for different types of contracts as well determine and estimate prices
- make schedules and purchase plans
- use project management tools

Content (course unit)

Stakeholders of a project and their tasks. Pricing, calculating tenders, contracts, changes and additional work. Settling of financial accounts. Scheduling. Purchasing. Use of project management tools.

Prerequisites (course unit)

Participating in the other courses of the unit

Further information (course unit)

Learning tasks are agreed upon by tasks

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

The student has completed and returned the course assignments according to the agreed schedule, but they have been implemented in a limited or partial manner.
The student is able to name the key partners and the stages of construction.
The student is able to make scheduling and make small bidding offers.
The student describes the basics of product safety but their application is limited.

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

The student has completed and returned the learning assignments according to the agreed schedule and they have been done according to the objectives.
The student is able to describe the role of different parties in a construction project and to compare different implementation forms of a building project.
The student is able to compare different aspects of purchasing and product safety of building services products. He / she is able to find and compare the purchase prices of products in his field and to price products and technical solutions, taking into account the starting points of business.

Assessment criteria, excellent (5) (course unit)

The student has completed and returned the learning assignments according to the agreed schedule and they have been done more in-depth with the objectives.
The student is able to describe the effects of different construction projects on the role of building technology operators in a building project.
The student is able to compare widely different aspects of building solutions and product safety. They are able to make total cost comparisons of different solutions.
The student can use project management tools to plan and monitor his / her own activities.

Assessment scale

0-5

Objectives (course unit)

The student
- is able to conduct the configurations and installations of the most common devices used in building services and identifies the basic components, installation methods and procedures used in the field.
- is able to determine how electrical equipment is shown to meet requirements
- is ready to carry out installations during the first training period.

Content (course unit)

The student
- is able to conduct the configurations and installations of the most common devices used in building services and identifies the basic components, installation methods and procedures used in the field.
- is able to determine how electrical equipment is shown to meet requirements
- is ready to carry out installations during the first training period.

Further information (course unit)

This course is recommended for students who have no previous experience in HVAC or electrical installation. The course is primarily approved for students in the Building Services program.

Assessment criteria, pass/fail (course unit)

Approved: The student has taken part in the introductory part of the course and made the assignments, workshop work and their reporting according to the timetable.
Fail: The student has not completed learning assignments or participated in the induction according to the agreed schedule.

Assessment scale

Pass/Fail

Objectives (course unit)

The student is able to
- apply knowledge and skills acquired in managing a project
- carry out project management tasks in practice

Content (course unit)

Working as an assistant to a project manager on an actual project or carrying out a development project. .

Prerequisites (course unit)

Electrical Building Services in Residential Buildings or HVAC Building Services Engineering in Residential Buildings

Further information (course unit)

The learning tasks are agreed on assignment-specifically

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

The student has participated in the tasks of the project care but the working has not been from the own initiatives. It has been partly defective to follow the agreed schedules. The feedback of the working life has been satisfactory. The arrangements of the objectives of the project work the reporting of the own learning has been small.

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

The student has identified his own learning objectives and has developed, the care of the project has his know-how according to the objectives. The student has worked in the ones the project care to be done according to the agreed objectives and the feedback of the representative of the working life is good. The agreed schedules have been adhered to and the reporting is covering.

Assessment criteria, excellent (5) (course unit)

n addition to the previous, the student has brought out development proposals which are related to the project care. The feedback on the working received by him is praiseworthy. The student has acted actively and spontaneously in the arrangement, working and final reporting.

Assessment scale

0-5

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

The student has participated in the tasks of project management but the working has not been from the own initiatives. It has been partly defective to follow the agreed schedules. The feedback of the working life has been satisfactory. The arrangements of the objectives and the reporting of learning has been small.

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

The student has identified his own learning objectives and has developed his project management know-how according to the objectives. The student has worked in project management according to the agreed objectives and the feedback of the representative of the working life is good. The agreed schedules have been adhered to and the reporting is covering.

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

In addition to the previous, the student has brought out development proposals which are related to the project management. The feedback on the working received by him is praiseworthy. The student has acted actively and spontaneously in the arrangement, working and final reporting.

Objectives (course unit)

The aim is to further develop the written and spoken competence in English needed in the working life as an engineer.

The students have a good command of the special terms in their particular field and are able to read technical texts. They know the job application process in English. The students gain experience of negotiating in English. They know how to give an effective professional presentation and how to write reports.

Content (course unit)

Terms needed in engineering. Meetings and negotiations. Presenting a technical process or product. CV, job application and job interview. Grammar and intercultural communication if necessary.

Prerequisites (course unit)

Working English for Engineers or equivalent

Further information (course unit)

The students have passed the course when they have been present to 80% of the classes, completed the agreed tasks and taken part in the exam.

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

The student completes the tasks.
The student is able to
- enter unprepared into conversation on topics that are familiar, of personal interest or pertinent to everyday life (e.g. family, hobbies, work, travel and current events).
- briefly give reasons and explanations for opinions and plans.
- write simple connected text on topics which are familiar or of personal interest. I can write personal letters describing experiences and impressions

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

The student is able to
- interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible.
- take an active part in discussion in familiar contexts
- present clear, detailed descriptions on a wide range of subjects.
- explain a viewpoint on a topical issue giving the advantages and disadvantages of various options.
- write clear, detailed text on a wide range of subjects as well as abstracts of material related to one's own field

Assessment criteria, excellent (5) (course unit)

The student:
- can express him/herself fluently and spontaneously without much obvious searching for expressions.
- is able to use language flexibly and effectively for social and professional purposes
- is able to formulate ideas and opinions with precision and relate his/her contribution skillfully to those of other speakers.
- can present clear, detailed descriptions of complex subjects integrating sub-themes, developing particular points and rounding off with an appropriate conclusion
- can express him/herself in clear, well-structured text, expressing points of view at some length.
- can write about complex subjects in a letter, an essay or a report, underlining what I consider to be the salient issues
- can select a style appropriate to the reader in mind

Assessment scale

0-5

Objectives (course unit)

In this course, you will learn the basics of the physics behind technology, the subject area being mechanics, thermophysics and electricity

As a student, you will
• know the basic objects and phenomena related to mechanics, thermophysics and electricity
• know how to connect objects and phenomena related to mechanics, thermophysics and electricity to technical and everyday practical applications
• know the quantities, their units, and the basic laws of physics between the quantities related to the basic elements and phenomena
• have a basic understanding about phenomena related to mechanics, thermophysics and electricity
• can describe the basic principles of solving problems related to mechanics, thermophysics and electricity on a qualitative level and justify the choices you make
• recognize the quantities related to the problems and their preservation or change
• know how to choose the laws needed to solve problems
• know the limitations of the laws used
• know how to solve quantitative problems by use of the physical laws
• know how to state the solutions of quantitative problems with appropriate accuracy of presentation
• can justify the choices you make orally or in writing
• know how to evaluate the reasonableness, correctness and reliability of the calculated solutions you have made
• can carry out a simple measurement related to mechanics, thermophysics and electricity and interpret the results you get
• can make and interpret graphical presentations

Content (course unit)

Mechanics
• Force, gravity, friction, interaction, effect of force on motion, Newton's laws
• Work, energy, conservation of energy, power, efficiency
• Basic movement models,

Thermal physics
• Temperature, temperature change and thermal expansion
• Thermal energy, basic concepts of thermodynamics of substances, changes of state, calorimetry
• Basic models of heat transfer
• Heat output of the flowing substance


Electricity
• ´Electric current, voltage, resistance, power, Ohm's law, electrical energy

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

Student:
• knows objects and phenomena related to the topic
• partially knows how to relate objects and phenomena related to the topic to technology and everyday applications
• knows the quantities related to the objects and phenomena of the subject area, the related units and the laws between the quantities only in familiar, exemplary situations.
• has a basic idea of the phenomena related to the subject area of insufficient qualitative level
• Recognizes the basic phenomena of physics appearing in problems related to the topic, the whole is partly unstructured and incomplete.
• can describe on a qualitative level some of the basic principles of solving problems related to the topic and makes his solutions as copies of previously studied examples.
• recognize, with support or based on a previous example, the quantities related to the problems and their preservation or change
• the selection of the laws needed to solve the problems is based on support or ready-made example models. Self-directed selection of models is uncertain and partly random.
• knows how to solve computational problems in situations that are, for example, familiar
• can sometimes state the solutions of computational problems with suitable accuracy of presentation
• the student has challenges justifying the choices he has made orally or in writing
• there are challenges in assessing the correctness and reliability of computational solutions.
• Works in the measurement related to the topic as part of a group

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

• knows the objects and phenomena related to the topic
• knows how to connect objects and phenomena related to the topic to technology and everyday applications
• knows the quantities related to the objects and phenomena of the topic, their units and the basic laws of physics between the quantities
• have a basic idea of the right qualitative level about the phenomena related to the topic
• can identify the basic phenomena of physics that are relevant to the solution of the problems in the problems related to the topic
• can describe on a qualitative level the basic principles of solving problems related to the subject area and justify the choices they have made related to solving problems
• identify the quantities related to problems and their preservation or change
• knows how to choose the laws needed to solve problems
• Knows the limitations of the laws he uses
• knows how to solve computational problems by making good use of the laws of his choice
• knows how to state the solutions of computational problems with appropriate accuracy of presentation
• can justify the choices he made orally or in writing
• knows how to evaluate the reasonableness, correctness and reliability of the calculated solutions he has made
• can carry out a simple measurement related to the topic and interpret the results obtained through the quantities and basic laws they have adopted

Assessment criteria, excellent (5) (course unit)

• knows the objects and phenomena related to the subject area and their connection to other subject areas
• knows how to comprehensively relate objects and phenomena related to the topic to technology and everyday applications
• thoroughly knows the quantities related to the objects and phenomena of the topic, their units and the basic laws of physics between the quantities and knows their limitations
• has a basic idea of the right qualitative level about the phenomena related to the topic and knows how to express it to others
• can identify the basic phenomena of physics that are relevant to the solution of the problems in the problems related to the topic
• can describe on a qualitative level the basic principles of solving problems related to the subject area and justify the choices they have made related to solving problems
• identify the quantities related to the problems in a broad area, and their preservation or change
• knows how to choose the laws needed to solve problems
• Knows the limitations of the laws he uses
• knows how to solve computational problems by making good use of the laws of his choice
• knows how to state the solutions of computational problems with appropriate accuracy of presentation
• can justify the choices he made orally or in writing
• can reasonably assess the reasonableness, correctness and reliability of the calculated solutions he has made
• can implement and, if necessary, plan a simple measurement related to the topic and interpret the results obtained through the quantities and basic laws they have adopted.

Assessment scale

0-5

Objectives (course unit)

In this course, you will learn the basics of the physics behind technology, the subject area being mechanics, thermophysics and electricity

As a student, you will
• know the basic objects and phenomena related to mechanics, thermophysics and electricity
• know how to connect objects and phenomena related to mechanics, thermophysics and electricity to technical and everyday practical applications
• know the quantities, their units, and the basic laws of physics between the quantities related to the basic elements and phenomena
• have a basic understanding about phenomena related to mechanics, thermophysics and electricity
• can describe the basic principles of solving problems related to mechanics, thermophysics and electricity on a qualitative level and justify the choices you make
• recognize the quantities related to the problems and their preservation or change
• know how to choose the laws needed to solve problems
• know the limitations of the laws used
• know how to solve quantitative problems by use of the physical laws
• know how to state the solutions of quantitative problems with appropriate accuracy of presentation
• can justify the choices you make orally or in writing
• know how to evaluate the reasonableness, correctness and reliability of the calculated solutions you have made
• can carry out a simple measurement related to mechanics, thermophysics and electricity and interpret the results you get
• can make and interpret graphical presentations

Content (course unit)

Mechanics
• Force, gravity, friction, interaction, effect of force on motion, Newton's laws
• Work, energy, conservation of energy, power, efficiency
• Basic movement models,

Thermal physics
• Temperature, temperature change and thermal expansion
• Thermal energy, basic concepts of thermodynamics of substances, changes of state, calorimetry
• Basic models of heat transfer
• Heat output of the flowing substance


Electricity
• ´Electric current, voltage, resistance, power, Ohm's law, electrical energy

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

Student:
• knows objects and phenomena related to the topic
• partially knows how to relate objects and phenomena related to the topic to technology and everyday applications
• knows the quantities related to the objects and phenomena of the subject area, the related units and the laws between the quantities only in familiar, exemplary situations.
• has a basic idea of the phenomena related to the subject area of insufficient qualitative level
• Recognizes the basic phenomena of physics appearing in problems related to the topic, the whole is partly unstructured and incomplete.
• can describe on a qualitative level some of the basic principles of solving problems related to the topic and makes his solutions as copies of previously studied examples.
• recognize, with support or based on a previous example, the quantities related to the problems and their preservation or change
• the selection of the laws needed to solve the problems is based on support or ready-made example models. Self-directed selection of models is uncertain and partly random.
• knows how to solve computational problems in situations that are, for example, familiar
• can sometimes state the solutions of computational problems with suitable accuracy of presentation
• the student has challenges justifying the choices he has made orally or in writing
• there are challenges in assessing the correctness and reliability of computational solutions.
• Works in the measurement related to the topic as part of a group

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

• knows the objects and phenomena related to the topic
• knows how to connect objects and phenomena related to the topic to technology and everyday applications
• knows the quantities related to the objects and phenomena of the topic, their units and the basic laws of physics between the quantities
• have a basic idea of the right qualitative level about the phenomena related to the topic
• can identify the basic phenomena of physics that are relevant to the solution of the problems in the problems related to the topic
• can describe on a qualitative level the basic principles of solving problems related to the subject area and justify the choices they have made related to solving problems
• identify the quantities related to problems and their preservation or change
• knows how to choose the laws needed to solve problems
• Knows the limitations of the laws he uses
• knows how to solve computational problems by making good use of the laws of his choice
• knows how to state the solutions of computational problems with appropriate accuracy of presentation
• can justify the choices he made orally or in writing
• knows how to evaluate the reasonableness, correctness and reliability of the calculated solutions he has made
• can carry out a simple measurement related to the topic and interpret the results obtained through the quantities and basic laws they have adopted

Assessment criteria, excellent (5) (course unit)

• knows the objects and phenomena related to the subject area and their connection to other subject areas
• knows how to comprehensively relate objects and phenomena related to the topic to technology and everyday applications
• thoroughly knows the quantities related to the objects and phenomena of the topic, their units and the basic laws of physics between the quantities and knows their limitations
• has a basic idea of the right qualitative level about the phenomena related to the topic and knows how to express it to others
• can identify the basic phenomena of physics that are relevant to the solution of the problems in the problems related to the topic
• can describe on a qualitative level the basic principles of solving problems related to the subject area and justify the choices they have made related to solving problems
• identify the quantities related to the problems in a broad area, and their preservation or change
• knows how to choose the laws needed to solve problems
• Knows the limitations of the laws he uses
• knows how to solve computational problems by making good use of the laws of his choice
• knows how to state the solutions of computational problems with appropriate accuracy of presentation
• can justify the choices he made orally or in writing
• can reasonably assess the reasonableness, correctness and reliability of the calculated solutions he has made
• can implement and, if necessary, plan a simple measurement related to the topic and interpret the results obtained through the quantities and basic laws they have adopted.

Assessment scale

0-5

Objectives (course unit)

In this course you will learn the basics of the mathematics behind technology, with the subject area Geometry, vectors and functions


As a student you:
• recognize the mathematical notations related to the subject areas and know how to use the most important of them
• know how to solve an oblique triangle and you know how to calculate the parts and areas of different plane patterns
• know the basic tasks of vector calculation
• know the basic concepts of functions and recognize the typical properties of different functions
• recognize graphs of different types of functions
• know the different representations of complex numbers and master the calculation with them
• know the meaning of the sine curve parameters
• know how to use and apply the topics in technical problems
• know how to create a mathematical model of technical problems and can apply it in the solution of the problem
• are able to present and justify logically chosen solutions
• know how to evaluate the reasonableness and correctness of the solutions you make

Content (course unit)

• right triangle, angle, angle units
• areas of triangles and polygons
• trigonometric functions in general
• oblique triangle (sine and cosine theorem)
• sum of vectors, difference, multiplication by a number
• plane vector coordinate and polar coordinate representation
• space vectors (brief mention)
• complex numbers
• function and related concepts
• 1st degree polynomial function, straight line (creating an equation from the graph), linear dependence
• 2nd degree polynomial function, parabola
• directly and inversely proportional, a piecewise defined function
• sine curve

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

Student
• recognizes the mathematical notations related to the subject areas and know how to use some of them
• knows how to solve an oblique triangle and can calculate the parts and areas of different plane patterns
• knows the calculations of plane vectors
• can solve vector problems like the examples presented
• knows how to use the representations of complex numbers in calculations
• recognize the basic concepts of functions and the characteristics of different functions
• the presentations and justifications of the chosen solutions may be incomplete
• there may be shortcomings in evaluating the reasonableness and correctness of the solutions made

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

Student:
• recognizes the mathematical notations related to the subject areas and know how to use the most important of them
• knows how to solve an oblique triangle and can calculate the parts and areas of different plane patterns
• knows the basic tasks of vector calculation
• knows the basic concepts of functions and recognizes the typical properties of different functions
• recognize graphs of different types of functions
• knows the different representations of complex numbers and is able to calculate with them
• knows the meaning of the parameters of the sine curve
• knows how to use and apply the topics in technical problems
• can create a mathematical model of technology problems and can apply it in the solution of the problem
• is able to present and justify logically chosen solutions
• knows how to evaluate the reasonableness and correctness of the decisions made

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

In this course you will learn the basics of the mathematics behind technology, with the subject area Geometry, vectors and functions


As a student you:
• recognize the mathematical notations related to the subject areas and know how to use the most important of them
• know how to solve an oblique triangle and you know how to calculate the parts and areas of different plane patterns
• know the basic tasks of vector calculation
• know the basic concepts of functions and recognize the typical properties of different functions
• recognize graphs of different types of functions
• know the different representations of complex numbers and master the calculation with them
• know the meaning of the sine curve parameters
• know how to use and apply the topics in technical problems
• know how to create a mathematical model of technical problems and can apply it in the solution of the problem
• are able to present and justify logically chosen solutions
• know how to evaluate the reasonableness and correctness of the solutions you make

Content (course unit)

• right triangle, angle, angle units
• areas of triangles and polygons
• trigonometric functions in general
• oblique triangle (sine and cosine theorem)
• sum of vectors, difference, multiplication by a number
• plane vector coordinate and polar coordinate representation
• space vectors (brief mention)
• complex numbers
• function and related concepts
• 1st degree polynomial function, straight line (creating an equation from the graph), linear dependence
• 2nd degree polynomial function, parabola
• directly and inversely proportional, a piecewise defined function
• sine curve

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

Student
• recognizes the mathematical notations related to the subject areas and know how to use some of them
• knows how to solve an oblique triangle and can calculate the parts and areas of different plane patterns
• knows the calculations of plane vectors
• can solve vector problems like the examples presented
• knows how to use the representations of complex numbers in calculations
• recognize the basic concepts of functions and the characteristics of different functions
• the presentations and justifications of the chosen solutions may be incomplete
• there may be shortcomings in evaluating the reasonableness and correctness of the solutions made

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

Student:
• recognizes the mathematical notations related to the subject areas and know how to use the most important of them
• knows how to solve an oblique triangle and can calculate the parts and areas of different plane patterns
• knows the basic tasks of vector calculation
• knows the basic concepts of functions and recognizes the typical properties of different functions
• recognize graphs of different types of functions
• knows the different representations of complex numbers and is able to calculate with them
• knows the meaning of the parameters of the sine curve
• knows how to use and apply the topics in technical problems
• can create a mathematical model of technology problems and can apply it in the solution of the problem
• is able to present and justify logically chosen solutions
• knows how to evaluate the reasonableness and correctness of the decisions made

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

The student is able to

- use CAD programmes multi-dimensionally as a tool for planning and dimensioning
- create models of plans and integrate the documents with those of other designers
- develop as a CAD user independently

Content (course unit)

The principles of computer aided design, integrating plans, databases, dimensioning tools

Assessment scale

0-5

Objectives (course unit)

The student is able to
- present the essential ICT systems for a non-residential building and their requirements
- design systems and installations for a non-residential building
- carry out and present measurements needed in commissioning a building

Content (course unit)

The most common ICT systems in non-residential buildings: signalling systems, control and monitoring systems, telecommunication, cabling, security systems, image and sound systems, data networks. Regulations and guidelines concerning information communication systems. Checkups concerning commissioning ICT systems in a building.

Prerequisites (course unit)

Electrical Building Services in Residential Buildings study unit

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

The student is able to describe the basic principles of design and is able to interpret design documents. The assignments have been returned to the agreed schedule. The factors and criteria mentioned in the assignment have been taken into account, but the justification is limited.

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

The student is able to apply the basic principles of design and prepare design documents. The assignments have been done to the agreed extent according to the time schedules. The solutions are reasonably made and the documents follow the general guidelines.

Assessment criteria, excellent (5) (course unit)

The student is able to apply design principles extensively and produce high quality design documents. In addition to the agreed scope, the exercises include independent reflection or more extensive comparison. The solutions are justified by the added value.

Assessment scale

0-5

Objectives (course unit)

The student can:
- describe the grounds for the design and construction of the LAN of the property
- identify the most common cables and devices used in local area networks and how they work
- describe the operation of the router and switch
- Identify and name architectures and protocols used in data networks such as IPv4, IPv6, TCP and UDP
- take into account the importance of security and explain the concepts involved

Content (course unit)

LAN cabling, connectors, active devices. Ethernet, IPv4 and IPv6. TCP and UDP. Router and Switch Function, Wireless LANs. Data security

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

The student knows the basics of LAN technologies, cabling and LAN components and the basics of LAN design.

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

The student knows the main areas of LAN technology, cabling and LAN components. The student is able to design a simple LAN with services

Assessment criteria, excellent (5) (course unit)

The student masters a wide range of LAN technologies, cabling solutions and LAN components and is able to design a demanding LAN and implement basic services.

Assessment scale

0-5

Objectives (course unit)

The student is able to
- describe the effects of light on people
- use the relevant quantities in a professional manner
- define the goals of a lighting system and make a lighting plan using a design program
- carry out basic measurements of lighting and, based on them, evaluate the quality of lighting
- choose an appropriate control system for a typical site
- compare different lighting solutions
- define the significance of lighting in terms of energy consumption of a real estate and suggest energy efficient and appropriate alternatives for lighting.

Content (course unit)

Definition and calculation of basic units of lighting. Goals and standards for lighting. Sources of light, structures, interfaces, adjustment and control of lighting. Calculation and design. Design tools. Economical use of lighting. Energy efficiency of lighting. Measuring of lighting and presenting the results.

Prerequisites (course unit)

The module Building Services Engineering Solutions for a Detached House

Further information (course unit)

course is suitable for the students of electrical engineering as a free-choice study.

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

Student can name the basic terms and units of light and lighting. He/she can define typical lighting solution objectives and design indoor lighting solution by using an engineering software. He/she can define basic lighting control methods and explain their working principles. He/she can design and document a basic indoor lighting plan and do lighting life-cycle cost calculations on limited level. Student manages to perform the basic measurements of light and lighting and evaluate the quality of lighting.

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

Student can name and professionally use the basic terms and units of light and lighting. In addition, he/she can describe the visual effects of light on human. Student can define lighting solution objectives and design indoor lighting solution by using design software. He/she can design and document indoor lighting plan (including the lighting control system) and explain, and compare the decisions made. Student can explain and compare decisions made. Student has a routine performance to make lighting measurements and evaluate the quality of lighting.

Assessment criteria, excellent (5) (course unit)

The student can name and professionally use the basic terms and units of light and lighting. In addition, he/she can describe the visual and non-visual effects of light on human. Student can define lighting solution objectives and design indoor lighting solution by using design software. He/she can design and document indoor lighting plan and do life-cycle cost calculations of lighting solutions equipped with intelligent lighting control systems. Student is capable to justify, give convincing explanations and make comparisons for decisions made. Student has a good knowledge of lighting measurements and he/she has a good performance for making light and lighting measurements and evaluate the quality of lighting.

Assessment scale

0-5

Objectives (course unit)

Upon completing the course, the student will have mastered the essential foundations of communication and information technology software, enabling them to independently progress in these areas as their studies advance.

The student can:

• Act appropriately in written and oral professional communication and interaction situations
• Consider the recipient, situation, and industry requirements while communicating in a structured, understandable, and convincing manner
• Independently develop their proficiency in Finnish language and communication skills while completing future studies and work tasks in the field
• Prepare written technical documents, reports, and descriptions
• Use basic software necessary for studies and professional life
• Independently enhance their skills in fundamental information technology software while completing future studies and work tasks in the field

Content (course unit)

Foundations of Expert Communication:
Persuasive written and oral communication; content, structure, and visualization of presentations; feedback, evaluation, teamwork, and negotiation skills.
Drafting documents and work-related texts, language editing, basics of reporting.

Computer Usage:
User interface and resource management, use of common tools and software programs, email, internet, online information retrieval, use of TAMK's information systems, document standards, and TAMK's thesis reporting model.

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

The student communicates understandably and in a business-like manner both in writing and orally, imitating models and instructions. The student uses sources, although their referencing is minimal. Argumentation is modest. The construction of messages is tentative, with notable issues in speech expression and language formality. The report's layout does not fully comply with the instructions. There are numerous errors in citation techniques and source references. Illustration is inadequate.

Computer Usage: The student has achieved sufficient minimum skills to utilize computer software and TAMK's information systems as part of their studies. The communication report is written following the thesis reporting guidelines. A memo written about an interview or a similar situation adheres to document standards.

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

The student communicates in a structured and illustrative manner in both written and oral presentations, targeting their message appropriately to the recipient and the situation. The student justifies their views. The student selects sources appropriately; referencing integrates smoothly into the overall context. Essential information is conveyed clearly. The messages are easily receivable, and the texts are relatively error-free. The layout of the report and citations mostly align with the guidelines. Illustration complements the content.

Computer Usage: The student has acquired sufficient skills to effectively use computer software and TAMK's information systems as part of their studies. They can independently find solutions to typical challenges in using software. The communication report is written following the thesis reporting guidelines. A memo written about an interview or a similar situation adheres to document standards.

Assessment criteria, excellent (5) (course unit)

The student communicates in a structured and illustrative manner in both written and oral presentations, tailoring their message appropriately to the recipient and the situation. The student justifies their views and selects sources purposefully, with referencing seamlessly integrated into the overall context. Essential information is conveyed clearly, and the messages are easily receivable. The texts are relatively error-free, and the layout of the report, as well as citations, mostly align with the guidelines. Illustration complements the content effectively.

Computer Usage: The student has acquired sufficient skills to effectively use computer software and TAMK's information systems as part of their studies. They can independently find solutions to typical challenges in using software. Additionally, the student can apply learned software in various situations related to the field. The communication report is written following the thesis reporting guidelines. A memo written about an interview or a similar situation adheres to document standards. Documents produced by the student are well-crafted in terms of content.

Assessment scale

0-5

Objectives (course unit)

Upon completing the course, the student will have mastered the essential foundations of communication and information technology software, enabling them to independently progress in these areas as their studies advance.

The student can:

• Act appropriately in written and oral professional communication and interaction situations
• Consider the recipient, situation, and industry requirements while communicating in a structured, understandable, and convincing manner
• Independently develop their proficiency in Finnish language and communication skills while completing future studies and work tasks in the field
• Prepare written technical documents, reports, and descriptions
• Use basic software necessary for studies and professional life
• Independently enhance their skills in fundamental information technology software while completing future studies and work tasks in the field

Content (course unit)

Foundations of Expert Communication:
Persuasive written and oral communication; content, structure, and visualization of presentations; feedback, evaluation, teamwork, and negotiation skills.
Drafting documents and work-related texts, language editing, basics of reporting.

Computer Usage:
User interface and resource management, use of common tools and software programs, email, internet, online information retrieval, use of TAMK's information systems, document standards, and TAMK's thesis reporting model.

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

The student communicates understandably and in a business-like manner both in writing and orally, imitating models and instructions. The student uses sources, although their referencing is minimal. Argumentation is modest. The construction of messages is tentative, with notable issues in speech expression and language formality. The report's layout does not fully comply with the instructions. There are numerous errors in citation techniques and source references. Illustration is inadequate.

Computer Usage: The student has achieved sufficient minimum skills to utilize computer software and TAMK's information systems as part of their studies. The communication report is written following the thesis reporting guidelines. A memo written about an interview or a similar situation adheres to document standards.

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

The student communicates in a structured and illustrative manner in both written and oral presentations, targeting their message appropriately to the recipient and the situation. The student justifies their views. The student selects sources appropriately; referencing integrates smoothly into the overall context. Essential information is conveyed clearly. The messages are easily receivable, and the texts are relatively error-free. The layout of the report and citations mostly align with the guidelines. Illustration complements the content.

Computer Usage: The student has acquired sufficient skills to effectively use computer software and TAMK's information systems as part of their studies. They can independently find solutions to typical challenges in using software. The communication report is written following the thesis reporting guidelines. A memo written about an interview or a similar situation adheres to document standards.

Assessment criteria, excellent (5) (course unit)

The student communicates in a structured and illustrative manner in both written and oral presentations, tailoring their message appropriately to the recipient and the situation. The student justifies their views and selects sources purposefully, with referencing seamlessly integrated into the overall context. Essential information is conveyed clearly, and the messages are easily receivable. The texts are relatively error-free, and the layout of the report, as well as citations, mostly align with the guidelines. Illustration complements the content effectively.

Computer Usage: The student has acquired sufficient skills to effectively use computer software and TAMK's information systems as part of their studies. They can independently find solutions to typical challenges in using software. Additionally, the student can apply learned software in various situations related to the field. The communication report is written following the thesis reporting guidelines. A memo written about an interview or a similar situation adheres to document standards. Documents produced by the student are well-crafted in terms of content.

Assessment scale

0-5

Objectives (course unit)

During this course, the student will become familiar with the basics of modeling related to electrical circuits. Upon completion of the course, the student will be able to:

• Define basic concepts and quantities of electrical engineering, and concepts and components related to electrical circuits.
• Calculate quantities of DC and AC circuits using basic calculation methods.
• Create simple models of real electrical system circuits for circuit analysis.

Content (course unit)

Concepts, components, calculation, and analysis methods of DC and AC circuits.
Modeling of a limited electrical network and electrical devices.

Prerequisites (course unit)

Technical Mathematics and Physics or equivalent prior knowledge.

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

The student recognizes the basic components of electrical engineering and their basic characteristics, and is able to solve circuit calculations using simple parallel and serial connections. The student recognizes the basic quantities of an AC signal from the signal plotters and is able to describe time-domain signals with vectors.

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

In addition to the above, the student is able to apply different methods in solving circuit calculations in circuits with mixed circuits. The student is able to apply voltage and power source models to describe real electrical sources. The student is able to apply cursor calculation in simple AC circuits and understands the basic concepts of AC power. The student is able to name the properties of basic components of electrical engineering and their applications in DC and AC circuits.

Assessment criteria, excellent (5) (course unit)

In addition to the above, the student applies a variety of analysis methods when solving circuit calculations. The student is able to apply voltage and power source models to describe real electrical sources. The student is able to solve the AC components, triangles and coefficients. The student is able to describe in a versatile way the characteristics and applications of the basic components of electrical engineering in electrical systems and understands the main aspects of the behavior of components as load on an alternating current circuit.

Assessment scale

0-5

Objectives (course unit)

The student is able to
- calculate and analyse single and three phase alternating electric circuits
- describe the working principles of a transformer
- determine electrotechnical quantities forming the basis of the compensation of an electric network
- use waveform analysis in electrical engineering
- carry out and analyse basic quantities used in electrical engineering

Content (course unit)

The concepts, components, calculation and analysing methods of alternating circuits. Polyphase systems. Resonant and filter circuits. Fourier series. Mutual inductance. Basic measurements in electrical engineering.

Prerequisites (course unit)

Electrical Circuits 1 (5T00BE00) and the Basic Skills of Engineering module

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

The student identifies the components of electrical engineering and their properties in DC and AC circuits. The student knows the basics of single and three phase alternating electricity. The student is able to use vector calculation and network analysis technology to determine the characteristics of a simple alternating current circuit. The student is able to calculate the actual, reactive and apparent power of a three-phase load. The student knows the basics of change phenomena and resonances in the electric network.

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

In addition to the above, the student is able to apply different methods to the analysis of AC circuits. The student is able to use pointer counting in 1-phase and 3-phase AC circuits. The student is able to determine the power of a component connected to a three-phase electrical circuit and to justify the practical meanings of the active, reactive and virtual power components. The student is able to describe the operation of a transformer and solve simple mutual inductance problems.

Assessment criteria, excellent (5) (course unit)

In addition to the above, the student can apply various methods for the analysis of alternating current circuits. The student is able to determine the power of a three-phase circuit both computationally and based on measurement. The student understands the principles alternating and resonance of AC circuits and their means of control.

Assessment scale

0-5

Objectives (course unit)

Students
- know how to act in working life communication situations (e.g. telephone and e-mail communication)
- know the basic business terminology and can give a presentation of a chosen company
- know the most important vocabulary of their field of study

Content (course unit)

• working life communication situations
• business life English
• terminology of the students’ own field of study
• grammar as required

Prerequisites (course unit)

Basic language studies in English completed or equivalent skills

Further information (course unit)

Approved skills test or corresponding course at another university of applied sciences.
Sufficient skills in Finnish.
Mandatory participation on 80% of the classes.

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

Student
• copes with simple conversational situations, also related to companies in his field
• reacts to what the interlocutor says most often in a comprehensible manner
• is aware, to some extent, of the style requirements set by different types of texts
• writes clearly in outline
• understands the main points of normal-paced speech in a familiar context, when the message is repeated if necessary
• pronounces intelligibly most of the time
• finds the information the student is looking for in texts that deal with familiar topics
• uses the basic vocabulary of the field so that the essential message is conveyed
• uses simple basic grammar structures
• uses available aids, e.g. online dictionaries

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

Student
• discusses both general topics and topics related to his field and its companies quite fluently
• reacts to what his interlocutor says mostly appropriately
• mostly communicates in the style required by the situation
• writes fairly fluently and clearly
• understands people speaking with different accents when the topic is familiar
• pronounces quite naturally and clearly
• understands the main points and most details of the text read
• can, if necessary, express the matter in other words
• understands and uses the vocabulary of the field quite accurately
• knows how to use different sources and dictionaries
• uses structures mostly correctly and corrects mistakes in language if they have led to misunderstandings

Assessment criteria, excellent (5) (course unit)

Student
• fluently discusses both general topics and topics related to his professional field and its companies
• reacts quickly and appropriately to what the interlocutor says
• communicates in the style required by the situation
• writes fluently and appropriately with almost no grammatical errors
• understands relatively easily also people who speak with different accents
• pronounces naturally and clearly
• understands both the main points and the details of a demanding professional text and is able to apply what he has read
• explains in other words and makes up for gaps in vocabulary discreetly
• understands and uses skillfully and precisely the vocabulary of the field as well as the terminology of the student's own specialty
• usually finds different sources using appropriate words and expressions
• uses versatile grammatical structures and manages them almost flawlessly

Location and time

See the Moodle platform of this course for the detailed information of the time and place for meetings, and the meeting-specific programme.

Exam schedules

The exams will be held on the last lecture day or at Exam.

Assessment methods and criteria

- Continuous assessment. The student collects points for completing and submitting an assignment on time. Quality of work and language are taken into consideration.
- Test at the end of the course.
- Self-evaluation

Assessment scale

0-5

Teaching methods

Classroom teaching and lectures, independent work, group work and oral presentations in pairs or small groups.

Learning materials

Materials will be available on TUNI Moodle in addition to student-created materials.

Student workload

The student uses time in attending classroom meetings, creating self-study and group assignments.

Content scheduling

Business vocabulary and expressions
Email writing
Oral company presentation in pairs or small groups

Completion alternatives

An equivalent course of university level or work experience.

Objectives (course unit)

556/5000
The student can
- describe the importance of entrepreneurship in the economy, including as a means of self-employment
- set up a business
- to define the basis of the cash and real-money process and the key areas of activity of a building technology company;
- give their own reasoned opinion on corporate social responsibility
- describe in a structured way the impact of the national economy as a whole and its components, in particular as part of the European Union
- sell and market ideas and products
- can innovate and perceive the importance of product development

Content (course unit)

Basic Entrepreneurship Information: Forms of Business, Starting and Leaving a Company, Purchasing Services. Financial Management: Accounting, Contract, Accounting, Project Accounting, Financial Statements,
investment calculations, budgeting, marketing. Economic Units and Economic Circulation, Public Finances, Economic Policy, Economic Problems, EU and International Economy.

Prerequisites (course unit)

Building Solutions in Residential Building - Study Unit
Structures and construction

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

The student has sufficiently achieved the objectives of the course. The student recognizes, is able to define and use concepts and models in the subject area of the course.

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

The student has achieved the objectives of the course well, although there is still room for improvement in knowledge and skills. The student is able to define concepts and models of the course unit well and is able to make well-grounded analysis. Students have the skills to apply what they have learned.

Assessment criteria, excellent (5) (course unit)

The student has achieved the objectives of the course in an excellent way. The student has a good command of the concepts and models of the course topic. The student is able to analyze fluently and reasonably. Students are well prepared to apply what they have learned.

Assessment scale

0-5

Objectives (course unit)

The student is able to

- recognise the significance of real estates and built environments in energy use, efficiency as well as the possibilities for energy production
-knows how to find out about the national and international legislation concerning construction and recongnises how it guides the use of energy
- Describe the factors affecting the energy economy of buildings as well as the related challenges. Is able to produce a typical energy statement.
- Recognises the use of renewable energy sources as an alternative for real estates. Is able to make technical and economical comparisons between different solutions.
- Knows of the environmental administration and its practices
- Describe the significance of sustainable development and environmental concerns in constructions as well as the principles of life cycle economy in construction
- Create life cycle assessments and life cycle cost analyses

Content (course unit)

Energy services for built environments, the use of energy in Finland and its environmental impact. The regulations and guidelines concerning energy efficiency. Calculating the energy balance of a building. Energy efficiency requirements. The principles and practices of energy surveys. Healthy buildings, indoor air conditions and use of energy. The use of wind power, solar power and other renewable sources of energy in buildings. The goals of lifecycle assessments. The constituents of lifecycle costs and their assessment. The phases and tools for LCC and LCA.

Prerequisites (course unit)

Basic mathematical skills.
We recommend the course JOHDATUS ENERGIAJÄRJESTELMÄÄN or the 1st and 2nd year studies in Building Services Engineering or similar.

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

The student is able to explain the basics of the Finnish and EU energy systems and policies, as well as regulation. He is aware of the use and maintenance markings for the building's energy consumption. The student is able to compile an energy balance, but the calculations are incomplete.
He / she can name some of the potentials for energy efficiency as well as for renewable energy. The student is able to describe the life cycle costs and environmental impacts of building technology and to use basic equations related to life cycle costing.

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

The student will be able to explain the characteristics of the Finnish and European energy systems and the future development challenges and regulations. They are able to evaluate the importance of operation and maintenance for the energy consumption of a building. The student is able to make energy balance and related calculations and to identify energy efficiency and renewable energy utilization possibilities and to make related calculations. The student is able to apply factors related to the life cycle costs and environmental impacts of building technology. The student is able to use basic equations related to life-cycle costing and to combine them taking into account the systems of building systems.

Assessment criteria, excellent (5) (course unit)

The student is able to apply knowledge of the characteristics of the Finnish and European energy systems, future development challenges and regulations. They are able to comprehensively assess the importance of operation and maintenance for the energy consumption of a building. The student is able to make energy balance and related calculations and to propose energy efficiency and renewable energy use options and to make demanding calculations related to them. The student is able to apply comprehensively factors related to the life cycle costs and environmental impact of building technology. The student is able to apply basic equations related to life cycle costing and combine them taking into account the complexities and cost effects of building systems.

Assessment scale

0-5

Objectives (course unit)

Upon completing the course, the student will have mastered the essential foundations of communication and information technology software, enabling them to independently progress in these areas as their studies advance.

The student can:

• Act appropriately in written and oral professional communication and interaction situations
• Consider the recipient, situation, and industry requirements while communicating in a structured, understandable, and convincing manner
• Independently develop their proficiency in Finnish language and communication skills while completing future studies and work tasks in the field
• Prepare written technical documents, reports, and descriptions
• Use basic software necessary for studies and professional life
• Independently enhance their skills in fundamental information technology software while completing future studies and work tasks in the field

Content (course unit)

Foundations of Expert Communication:
Persuasive written and oral communication; content, structure, and visualization of presentations; feedback, evaluation, teamwork, and negotiation skills.
Drafting documents and work-related texts, language editing, basics of reporting.

Computer Usage:
User interface and resource management, use of common tools and software programs, email, internet, online information retrieval, use of TAMK's information systems, document standards, and TAMK's thesis reporting model.

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

The student communicates understandably and in a business-like manner both in writing and orally, imitating models and instructions. The student uses sources, although their referencing is minimal. Argumentation is modest. The construction of messages is tentative, with notable issues in speech expression and language formality. The report's layout does not fully comply with the instructions. There are numerous errors in citation techniques and source references. Illustration is inadequate.

Computer Usage: The student has achieved sufficient minimum skills to utilize computer software and TAMK's information systems as part of their studies. The communication report is written following the thesis reporting guidelines. A memo written about an interview or a similar situation adheres to document standards.

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

The student communicates in a structured and illustrative manner in both written and oral presentations, targeting their message appropriately to the recipient and the situation. The student justifies their views. The student selects sources appropriately; referencing integrates smoothly into the overall context. Essential information is conveyed clearly. The messages are easily receivable, and the texts are relatively error-free. The layout of the report and citations mostly align with the guidelines. Illustration complements the content.

Computer Usage: The student has acquired sufficient skills to effectively use computer software and TAMK's information systems as part of their studies. They can independently find solutions to typical challenges in using software. The communication report is written following the thesis reporting guidelines. A memo written about an interview or a similar situation adheres to document standards.

Assessment criteria, excellent (5) (course unit)

The student communicates in a structured and illustrative manner in both written and oral presentations, tailoring their message appropriately to the recipient and the situation. The student justifies their views and selects sources purposefully, with referencing seamlessly integrated into the overall context. Essential information is conveyed clearly, and the messages are easily receivable. The texts are relatively error-free, and the layout of the report, as well as citations, mostly align with the guidelines. Illustration complements the content effectively.

Computer Usage: The student has acquired sufficient skills to effectively use computer software and TAMK's information systems as part of their studies. They can independently find solutions to typical challenges in using software. Additionally, the student can apply learned software in various situations related to the field. The communication report is written following the thesis reporting guidelines. A memo written about an interview or a similar situation adheres to document standards. Documents produced by the student are well-crafted in terms of content.

Assessment scale

0-5

Objectives (course unit)

The aim is to further develop the written and spoken competence in English needed in the working life as an engineer.

The students have a good command of the special terms in their particular field and are able to read technical texts. They know the job application process in English. The students gain experience of negotiating in English. They know how to give an effective professional presentation and how to write reports.

Content (course unit)

Terms needed in engineering. Meetings and negotiations. Presenting a technical process or product. CV, job application and job interview. Grammar and intercultural communication if necessary.

Prerequisites (course unit)

Working English for Engineers or equivalent

Further information (course unit)

The students have passed the course when they have been present to 80% of the classes, completed the agreed tasks and taken part in the exam.

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

The student completes the tasks.
The student is able to
- enter unprepared into conversation on topics that are familiar, of personal interest or pertinent to everyday life (e.g. family, hobbies, work, travel and current events).
- briefly give reasons and explanations for opinions and plans.
- write simple connected text on topics which are familiar or of personal interest. I can write personal letters describing experiences and impressions

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

The student is able to
- interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible.
- take an active part in discussion in familiar contexts
- present clear, detailed descriptions on a wide range of subjects.
- explain a viewpoint on a topical issue giving the advantages and disadvantages of various options.
- write clear, detailed text on a wide range of subjects as well as abstracts of material related to one's own field

Assessment criteria, excellent (5) (course unit)

The student:
- can express him/herself fluently and spontaneously without much obvious searching for expressions.
- is able to use language flexibly and effectively for social and professional purposes
- is able to formulate ideas and opinions with precision and relate his/her contribution skillfully to those of other speakers.
- can present clear, detailed descriptions of complex subjects integrating sub-themes, developing particular points and rounding off with an appropriate conclusion
- can express him/herself in clear, well-structured text, expressing points of view at some length.
- can write about complex subjects in a letter, an essay or a report, underlining what I consider to be the salient issues
- can select a style appropriate to the reader in mind

Assessment scale

0-5

Assessment scale

0-5

Assessment scale

0-5

Objectives (course unit)

In this course, students will explore the fundamentals of electrical building services engineering and HVAC engineering, and acquire basic skills in using common CAD software. Upon completing the course, students will be able to:

• Describe key building services engineering systems and their functions within the responsibility of a building services professional.
• Identify and observe technical equipment and solutions in the built environment.
• Name key regulations governing the field and recognize the international and national foundations behind these regulations.
• Investigate the competence requirements in the field, including educational prerequisites, and strategically plan their own studies.
• Observe external and internal environmental conditions.
• Analyze the significance of the field as both an energy consumer and potential producer.
• Apply general principles of technical documentation and drawing standards.
• Interpret technical drawings and communicate effectively using them.
• Utilize basic functions of CAD software.
• Design and create their own document templates based on guidelines.

Content (course unit)

In this course, students will delve into building services systems and their history, including their distinctive features.
The key players in the field, regulations, and standards related to building services engineering will be covered.
The qualification requirements for the field, the significance of building services engineering in energy production and consumption, and an introduction to tasks within the industry will be explored.
Additionally, students will learn the basics of technical documentation, interpretation of documents, drawing standards, fundamentals of computer-aided documentation, and the creation of personalized document templates.

Further information (course unit)

Priority for the course is given primarily to students of the building services engineering degree program.

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

The student recognizes basic building services systems and can discuss their significance and investigate energy pricing.
The student can list key regulations governing building services and common tasks in the field.
The student can use the basic drawing functions of CAD, but the use of auxiliary functions has not been fully mastered.
The student generally works according to the agreed schedules in tasks.

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

The student can describe the operating principles of basic building services solutions and their impact on indoor conditions and energy use.
The student can explain the principles of energy pricing to consumers. The student is familiar with companies, organizations, and professional magazines in the field.
The student can use CAD software proficiently for creating technical documents.
The student works in tasks according to the agreed schedules.

Assessment criteria, excellent (5) (course unit)

The student can observe and make improvement suggestions on phenomena in the building services field, report extensively, and discuss professionally with professionals in the building services industry, and broadly recognize the systems in the field.
The student can seek professional information from reliable sources.
The student can use CAD software proficiently as a tool for documentation.
The student effectively utilizes the software's auxiliary tools and completes their work with finesse.
The student works responsibly and according to the agreed schedule

Assessment scale

0-5

Objectives (course unit)

The student is able to
- analyse the basic structures of production, transfer and distribution of electric energy as well as calculate the key quantities in electrical networks
- interpret electrical drawings and documents
- describe disturbances in an electrical network and ways to protect it
- name the key electrical machines and describe their working principles and the main principles of electric drives and their key components.

Content (course unit)

The Finnish electricity supply, the structure of the production and consumption of electricity, the structural principles and key components of electrical networks, overvoltage protection, power quality. Short circuits in the electricity distribution network.
The key features of transformers and the most common electrical machines. The structural principles and components of electric drive systems, the basic structure and components of electric motors.

Prerequisites (course unit)

Electrical Circuits and Electrical Measurement (5T00BJ48)

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

The student can only use the concepts and calculation principles discussed in the course schematically.

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

The student is able to apply the concepts and calculation principles discussed in the course.

Assessment criteria, excellent (5) (course unit)

Is able to apply independently the concepts and calculation principles discussed in the course.

Assessment scale

0-5

Objectives (course unit)

During this course, the student will become familiar with the basics of modeling related to electrical circuits. Upon completion of the course, the student will be able to:

• Define basic concepts and quantities of electrical engineering, and concepts and components related to electrical circuits.
• Calculate quantities of DC and AC circuits using basic calculation methods.
• Create simple models of real electrical system circuits for circuit analysis.

Content (course unit)

Concepts, components, calculation, and analysis methods of DC and AC circuits.
Modeling of a limited electrical network and electrical devices.

Prerequisites (course unit)

Technical Mathematics and Physics or equivalent prior knowledge.

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

The student recognizes the basic components of electrical engineering and their basic characteristics, and is able to solve circuit calculations using simple parallel and serial connections. The student recognizes the basic quantities of an AC signal from the signal plotters and is able to describe time-domain signals with vectors.

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

In addition to the above, the student is able to apply different methods in solving circuit calculations in circuits with mixed circuits. The student is able to apply voltage and power source models to describe real electrical sources. The student is able to apply cursor calculation in simple AC circuits and understands the basic concepts of AC power. The student is able to name the properties of basic components of electrical engineering and their applications in DC and AC circuits.

Assessment criteria, excellent (5) (course unit)

In addition to the above, the student applies a variety of analysis methods when solving circuit calculations. The student is able to apply voltage and power source models to describe real electrical sources. The student is able to solve the AC components, triangles and coefficients. The student is able to describe in a versatile way the characteristics and applications of the basic components of electrical engineering in electrical systems and understands the main aspects of the behavior of components as load on an alternating current circuit.

Assessment scale

0-5

Objectives (course unit)

In this course you will learn the basics of the mathematics behind technology, with the subject area Geometry, vectors and functions


As a student you:
• recognize the mathematical notations related to the subject areas and know how to use the most important of them
• know how to solve an oblique triangle and you know how to calculate the parts and areas of different plane patterns
• know the basic tasks of vector calculation
• know the basic concepts of functions and recognize the typical properties of different functions
• recognize graphs of different types of functions
• know the different representations of complex numbers and master the calculation with them
• know the meaning of the sine curve parameters
• know how to use and apply the topics in technical problems
• know how to create a mathematical model of technical problems and can apply it in the solution of the problem
• are able to present and justify logically chosen solutions
• know how to evaluate the reasonableness and correctness of the solutions you make

Content (course unit)

• right triangle, angle, angle units
• areas of triangles and polygons
• trigonometric functions in general
• oblique triangle (sine and cosine theorem)
• sum of vectors, difference, multiplication by a number
• plane vector coordinate and polar coordinate representation
• space vectors (brief mention)
• complex numbers
• function and related concepts
• 1st degree polynomial function, straight line (creating an equation from the graph), linear dependence
• 2nd degree polynomial function, parabola
• directly and inversely proportional, a piecewise defined function
• sine curve

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

Student
• recognizes the mathematical notations related to the subject areas and know how to use some of them
• knows how to solve an oblique triangle and can calculate the parts and areas of different plane patterns
• knows the calculations of plane vectors
• can solve vector problems like the examples presented
• knows how to use the representations of complex numbers in calculations
• recognize the basic concepts of functions and the characteristics of different functions
• the presentations and justifications of the chosen solutions may be incomplete
• there may be shortcomings in evaluating the reasonableness and correctness of the solutions made

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

Student:
• recognizes the mathematical notations related to the subject areas and know how to use the most important of them
• knows how to solve an oblique triangle and can calculate the parts and areas of different plane patterns
• knows the basic tasks of vector calculation
• knows the basic concepts of functions and recognizes the typical properties of different functions
• recognize graphs of different types of functions
• knows the different representations of complex numbers and is able to calculate with them
• knows the meaning of the parameters of the sine curve
• knows how to use and apply the topics in technical problems
• can create a mathematical model of technology problems and can apply it in the solution of the problem
• is able to present and justify logically chosen solutions
• knows how to evaluate the reasonableness and correctness of the decisions made

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

In this course, students will explore the fundamentals of electrical building services engineering and HVAC engineering, and acquire basic skills in using common CAD software. Upon completing the course, students will be able to:

• Describe key building services engineering systems and their functions within the responsibility of a building services professional.
• Identify and observe technical equipment and solutions in the built environment.
• Name key regulations governing the field and recognize the international and national foundations behind these regulations.
• Investigate the competence requirements in the field, including educational prerequisites, and strategically plan their own studies.
• Observe external and internal environmental conditions.
• Analyze the significance of the field as both an energy consumer and potential producer.
• Apply general principles of technical documentation and drawing standards.
• Interpret technical drawings and communicate effectively using them.
• Utilize basic functions of CAD software.
• Design and create their own document templates based on guidelines.

Content (course unit)

In this course, students will delve into building services systems and their history, including their distinctive features.
The key players in the field, regulations, and standards related to building services engineering will be covered.
The qualification requirements for the field, the significance of building services engineering in energy production and consumption, and an introduction to tasks within the industry will be explored.
Additionally, students will learn the basics of technical documentation, interpretation of documents, drawing standards, fundamentals of computer-aided documentation, and the creation of personalized document templates.

Further information (course unit)

Priority for the course is given primarily to students of the building services engineering degree program.

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

The student recognizes basic building services systems and can discuss their significance and investigate energy pricing.
The student can list key regulations governing building services and common tasks in the field.
The student can use the basic drawing functions of CAD, but the use of auxiliary functions has not been fully mastered.
The student generally works according to the agreed schedules in tasks.

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

The student can describe the operating principles of basic building services solutions and their impact on indoor conditions and energy use.
The student can explain the principles of energy pricing to consumers. The student is familiar with companies, organizations, and professional magazines in the field.
The student can use CAD software proficiently for creating technical documents.
The student works in tasks according to the agreed schedules.

Assessment criteria, excellent (5) (course unit)

The student can observe and make improvement suggestions on phenomena in the building services field, report extensively, and discuss professionally with professionals in the building services industry, and broadly recognize the systems in the field.
The student can seek professional information from reliable sources.
The student can use CAD software proficiently as a tool for documentation.
The student effectively utilizes the software's auxiliary tools and completes their work with finesse.
The student works responsibly and according to the agreed schedule

Assessment scale

0-5

Objectives (course unit)

The student is able to
- describe the structure, components and special features of typical distribution networks
- dimension and select the components for a low voltage network as well as plan overload protection and contact voltage protection
- plan the overload protection and leakage protection for a detached and turned off radial medium voltage network

Content (course unit)

Basic structures of electrical distribution networks, components and principles of protection. Calculation of electro-technical quantities in a radial distribution network: modelling the components and loads in a network, load flow calculations, calculating short circuit currents, calculating current leakage. Basic principles of technical and economic design and use of distribution networks. Electricity markets.

Prerequisites (course unit)

AC Circuit Analysis

Assessment scale

0-5

Objectives (course unit)

The student is aware of the topics in the area of Building Services nationally and internationally. The student is able to take a stand of these issues with arguments and criticality.

Content (course unit)

New innovations and new practices in Building Services Engineering compering with the currently used. Daily topics and future scenarios. Actual Research and Development in Building Services.

Prerequisites (course unit)

The courses of 3rd year of TUAS Building Services Program

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

Orientation of the Student in topics of Building Services is only trivial. Student is able to point out some facts and opinions about the future scenarios of the industry but the personal analysis and synthesis is narrow.

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

Student is well aware of the topics of Building Services and is able to make analysis with source criticism. Student is able to debate about the development of the industry based on the material and literature that has been distributed during the course.

Assessment criteria, excellent (5) (course unit)

Student is well aware of the national and global development scenarios in the industry of building services and construction engineering. Student is able to analyze the material critically and to present own, well-grounded views and opinions. Student is able to produce articles that may be published in the professional media of the Student’s branch of industry.

Assessment scale

0-5

Objectives (course unit)

The student is able to

- dimension and plan an electrical network for a residential building
- suggest alternative solutions for renewing electrical systems in old residential buildings
- clarify the part of electrical systems in the meeting the energy efficiency requirements
- analyse the potential use of small local power stations and plan the network in residential building so that it is suited for small energy production
- review the costs of acquiring and maintaining electrical systems
- identify building services engineering solutions in different phases of building
- work safely and appropriately in building site conditions and identify points of danger

Content (course unit)

The dimensioning, protection, selection of equipment and structure of an electrical network in a residential building. The repair, adaptation and renewal of old installations. The effect of energy efficiency regulations on the selection of electrical systems. Small local power stations and their connection to the electrical network of a residential building. Maintenance support. The cost of acquisition, maintenance and connection. Becoming acquainted with electrical installation and electrical works and analysing a building site in a multiprofessional group. Basics of risk analysis. A planning project.

Prerequisites (course unit)

Building Services Engineering Solutions for A Detached House module

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

The student is not able to dimension and design the electrical network of a residential property and to make some solutions for the modernization of the electrical systems of old residential properties.

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

The student is able to design and design an electrical network for a conventional residential property and use the instructions to make solutions for upgrading the electrical systems of an old residential property. The student is able to find out the role of electrical systems in implementing energy efficiency requirements and to find out how small local power plants can be used and to design the property's electricity network also for small scale production.

Assessment criteria, excellent (5) (course unit)

The student is able to reasonably dimension and design the electrical network of a residential property and to apply the solutions for the modernization of the electrical systems of old residential properties. The student is able to find out the role of electrical systems in implementing energy efficiency requirements and to find out how small local power plants can be used and to design the property's electricity network also for small scale production. Can determine the costs of purchasing and operating electrical systems.

Assessment scale

0-5

Objectives (course unit)

The student is able to

- use CAD programmes multi-dimensionally as a tool for planning and dimensioning
- create models of plans and integrate the documents with those of other designers
- develop as a CAD user independently

Content (course unit)

The principles of computer aided design, integrating plans, databases, dimensioning tools

Assessment scale

0-5

Objectives (course unit)

The student is able to

- identify typical past and present building constructions and their constraints for building services engineering
- interpret structural documents
- describe the process planning and realising of a building project and the interoperations of designers and contractors
- pass on information at the right time
- play an appropriate part in the production planning process of a building site for a house
- analyse the general practices and key occupational safety features at a building site

Content (course unit)

Basics of construction technology, structures, structural elements, materials, fixtures, external structures.
Construction planning and documentation. The significance of structures for energy efficiency. Structures and moisture. Phases of a building project, the stakeholders and their mutual tasks. Types of contracts, inspection and scheduling techniques. Meeting and cooperation procedures during the planning and realisation. Occupational safety on a building site.

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

The student recognizes the most common constructions, but is able to describe the connection of building technology to them in a narrow way. He names the parties to the building project, but their roles and site organizations are incomplete.
The student is familiar with the written materials of the course. In addition to the material distributed during the course, the student will produce assignments using the information available in literature and online material, and use the terminology of the field appropriately. The exercise assignments have been reset as instructed.

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

613/5000
The student recognizes the most common constructions and their alignment with building technology. He gives a broad description of the parties involved in the building project, their tasks and the site organizations.
The student is able to describe the importance of planning and land use in building services solutions and the required permit procedures.
The student is familiar with the written materials of the course. The student will produce the assignments using the material available in the course in addition to the material distributed in the course and will use the terminology of the field well. The exercise assignments have been reset as instructed.

Assessment criteria, excellent (5) (course unit)

In addition to the above, the student compares different implementations of construction project and site design from the perspective of building technology. He outlines different options for combining structures and building technology.

Assessment scale

0-5

Objectives (course unit)

The student is able to
- detect the building services engineering devices and solutions in a built environment and, in collaboration with others, produce technical documentation about them.
- use applications of CAD as a professional tool
- based on documentation, carry out basic couplings for electrical systems and measure them
- find out the requirements for occupational safety in electrical site tasks and apply these when carrying out electrical tasks
- define the responsibilities and obligations related to the tasks of a person responsible for occupational safety

Content (course unit)

Use of CAD in electrical planning. Creating planning documents. Inspection and documentation of the existing installation. Basic couplings and their documentation.Electrical occupational safety regulations and standards. The basics of occupational safety.

Prerequisites (course unit)

Tools for Building Services or equivalent

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

The student uses the basic functions of electrical engineering software, but there are shortcomings in using it and meeting the schedules is challenging.
The student has participated in the tasks they have received, but the work is formulaic
The student recognizes the basic challenges of electrical work safety but applies the electrical safety requirements in a narrow way.

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

The student is able to use electrical design software fluently and generally stays well on schedule. Minor shortcomings may occur.
The student has actively participated in the tasks they have received and contributed to the group's activities.
The student describes the basic challenges of electrical work safety and is able to apply electrical safety requirements in normal situations.

Assessment criteria, excellent (5) (course unit)

The student uses the electrical design software in an appropriate and expedient manner and works on schedule.
The student acts responsibly in the tasks they are given and develops the group's activities.
The student describes extensively the challenges of electrical work safety and is able to apply electrical work safety requirements.

Assessment scale

0-5

Objectives (course unit)

The student can
- Define the purpose, schedule, human and other resources for project work
- apply the acquired knowledge and skills to their project work
- work professionally and customer-oriented in a multidisciplinary project team

Content (course unit)

The content of the project will be agreed between the teacher, the student, potential principals and other stakeholders. The project may relate, for example, to additional or advanced study topics (eg energy efficiency of buildings, renovation) or RDI project activities, development of learning environments or assignments from external stakeholders. Project work can be, for example, planning or research work.

Prerequisites (course unit)

- Theoretical knowledge or skills related to the subject area of the project

Further information (course unit)

Compulsory studies are a set of project studies, the objectives and contents of which are determined annually by student or group.

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

The student has been a member of an agreed project team and reported on his / her activities and work. As a member of the group, she has been involved in goal setting and work planning, but has not been proactive. Keeping to the agreed timetables and performing the tasks is inadequate.

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

The student has participated actively and according to the agreed goals in the project group and he / she has well reported his / her activities. His work has been good, although there is still room for improvement in knowledge and skills in some areas. The tasks have been carried out according to the agreed schedule.

Assessment criteria, excellent (5) (course unit)

The student has acted responsibly in the project group and promoted the activities of the whole group. He has done the agreed-upon assignments with high quality, brought a professional perspective to them, and applied well the topics he has learned in project work.

Assessment scale

0-5

Objectives (course unit)

The student is able to
- to determine an objective, schedule and staff and other resources to the project work
- to apply the knowledge acquired in the study modules and skills in its project work
- to operate professionally and customer-orientedly in a multidisciplinary project group

Content (course unit)

The contents of the project are agreed on between teachers, student and the possible principals and other interest groups. The project can be connected to the RDI project activity, developing of education or learning environments. It also can consist of arrangements of different common professional seminars, an international exhibition trip or company transactions.

Prerequisites (course unit)

Studies which are related to the subject matter of the project or corresponding knowledge and skills

Further information (course unit)

For the study module project work and project studies which are related to the studies will be recorded.

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

The student has functioned as a member of the agreed project group and has reported, his own operation and his working. As a member of the group he has participated in the arrangement of objectives and in the planning of the work but his action has not been active. It is tolerable the following of the agreed schedules and to perform tasks.

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

The student has participated actively and according to the agreed objectives in the project group and he is his operation, well reported. His work contribution has been good even though in knowledge and skills it is still on something in the areas, developed. The tasks have been made according to the agreed schedule.

Assessment criteria, excellent (5) (course unit)

The student has acted responsibly and promoting the operation of the whole group in the project group. He has made his agreed tasks well and has brought an expert point of view to them and has adapted to the project work the subjects learned by it well.

Assessment scale

0-5

Objectives (course unit)

The student is able to
- apply knowledge and skills acquired in managing a project
- carry out project management tasks in practice

Content (course unit)

Working as an assistant to a project manager on an actual project or carrying out a development project. .

Prerequisites (course unit)

Electrical Building Services in Residential Buildings or HVAC Building Services Engineering in Residential Buildings

Further information (course unit)

The learning tasks are agreed on assignment-specifically

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

The student has participated in the tasks of the project care but the working has not been from the own initiatives. It has been partly defective to follow the agreed schedules. The feedback of the working life has been satisfactory. The arrangements of the objectives of the project work the reporting of the own learning has been small.

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

The student has identified his own learning objectives and has developed, the care of the project has his know-how according to the objectives. The student has worked in the ones the project care to be done according to the agreed objectives and the feedback of the representative of the working life is good. The agreed schedules have been adhered to and the reporting is covering.

Assessment criteria, excellent (5) (course unit)

n addition to the previous, the student has brought out development proposals which are related to the project care. The feedback on the working received by him is praiseworthy. The student has acted actively and spontaneously in the arrangement, working and final reporting.

Assessment scale

0-5

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

The student has participated in the tasks of project management but the working has not been from the own initiatives. It has been partly defective to follow the agreed schedules. The feedback of the working life has been satisfactory. The arrangements of the objectives and the reporting of learning has been small.

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

The student has identified his own learning objectives and has developed his project management know-how according to the objectives. The student has worked in project management according to the agreed objectives and the feedback of the representative of the working life is good. The agreed schedules have been adhered to and the reporting is covering.

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

In addition to the previous, the student has brought out development proposals which are related to the project management. The feedback on the working received by him is praiseworthy. The student has acted actively and spontaneously in the arrangement, working and final reporting.

Objectives (course unit)

After completing the course, the student will be able to:

• Identify job tasks and stakeholders in the field
• Determine the requirements for various tasks
• Create a job application and CV, showcasing their skills
• Assess their competence in relation to workplace demands
• Gather essential information about employment legislation in the field
• Recognize basic rules in the workplace and identify areas for personal development
• Obtain a work safety card, a hot work card, and emergency first aid training.

Content (course unit)

Requirements for the quality of internships, related agreements and procedures, reporting practices during internships, information about employment relationships, and applying for internship positions.
Coaching for internships includes internship information sessions organized by the student union, guidance before the first internship period, program-specific information sessions, and company events.
Fundamentals of safety engineering, occupational safety, hot work, and first aid.

Further information (course unit)

The student participates in the practice training before the actual practice period. Participation in coaching is a prerequisite to begin the actual training period.

Assessment criteria, pass/fail (course unit)

Pass (s): The student is well acquainted with different jobs and companies in the field of building services. He has the material to apply for an internship and has been actively applying for internships in the industry. He / she is able to find out the contracts and terms of employment and apprenticeships. The student has participated in business events, trade fairs and seminars related to the profession. The student has prepared a plan for the learning objectives for the practical training and a career plan.
The student has completed the occupational safety card, hot work card and emergency first aid card trainings.

Assessment scale

0-5

Objectives (course unit)

Opiskelija osaa
- kuvailla henkilöstöjohtamisen keskeiset periaatteet, työpsykologian keskeiset käsitteet sekä kansainvälisen ympäristön eri työkulttuuri eroavaisuudet
- tunnistaa henkilöstön osaamisen, hyvinvoinnin ja toiminnan tuloksen välisen yhteyden
- selvittää oman toimialansa työlainsäädännön keskeisen sisällön, laatia talotekniikka-alojen työntekijän työsopimuksen
- kuvailla henkilöstön rekrytointiprosessin ja irtisanomisprosessin eri vaiheet ja säännökset.
- tunnistaa yrityksen strategiaprosessin ja työkalut sekä strategian merkityksen yrityksen toiminnalle.
- kuvailla erilaisista sopimuskäytäntöjä ja niihin liittyviä velvoitteita erityisesti talonrakennusalalla
- määritellä riskejä ja reagoida muutostilanteeseen

734/5000
The student can
- describe the basic principles of human resource management, the key concepts of work psychology and the differences in the work environment in the international environment
- Recognize the link between staff competence, well-being and performance
- find out the main content of the labor legislation in their respective sectors, draw up a contract for the work of a building technology worker
- describe the different stages and provisions of the recruitment and dismissal processes.
- identify the process and tools of the company's strategy and the importance of the strategy to the company's operations.
- describe the different contractual practices and related obligations, in particular in the field of building construction
- identify risks and react to change

Content (course unit)

Basics and challenges of leadership and management. Personal leadership qualities and their development. Recruitment.
Contracts and documents in construction. Labour market and collective labour agreements, contracts of employment, job descriptions, conditions of employment, indirect labour costs, working hours, termination of an employment contracts. Hiring labour, employing foreign labour.

Prerequisites (course unit)

Enterprise Economics (5T00BE26)

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

The student briefly describes the principles of human resource management. He / she is able to find key employment laws and contracts. They will be able to draw up an employment contract and describe aspects of recruitment.

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

The student can apply the principles of the person management and labour legislation and central agreements. He can analyse the differences of the contracts of employment of the different worker groups of the building services field, can describe the tools of the motivation of the recruiting process and staff of the staff. The student can describe the strategy process. The student identifies the significance of the agreement in the entrepreneurship.

Assessment criteria, excellent (5) (course unit)

The student can describe the principles of the staff management, labour legislation and agreements widely. The student can draw up a development plan to himself as a superior. The student can describe and can adapt comprehensively the strategy process. The student can describe the significance of the agreements and responsibilities to the company

Assessment scale

0-5

Objectives (course unit)

The goal of the bachelor's thesis is to develop and show the students’ ability to apply their knowledge and skills in the practical expert tasks relating to their professional studies in building services engineering. The students show their capability for independent, long-span and target-oriented research work, in-depth handling of the topic they have chosen and outlined and reporting their work according to the requirements set for the bachelor's. The students are capable for independent information search, know how to apply their knowledge into practice and to give development suggests to the client of the bachelor thesis. The thesis must show familiarity with the topic of the thesis, mastery of the research methods needed as well as professional communication.

Content (course unit)

The students usually choose the topic for the bachelor's thesis themselves. The bachelor's thesis must focus on a topic, which is relevant for tasks which form the basis of the degree programme. It can be a part of a single or multidisciplinary project or research. Bachelor's thesis orientation is a mandatory part of the course.

Prerequisites (course unit)

The courses of the 1st to 3rd year of TUAS Building Services Program

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

According to the TUAS Bachelor’s thesis criterias

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

According to the TUAS Bachelor’s thesis criterias

Assessment criteria, excellent (5) (course unit)

According to the TUAS Bachelor’s thesis criterias

Assessment scale

0-5

Objectives (course unit)

The student is able to
- describe the different phases of designing building services as well as the principles of documenting the process
- apply topics learnt in studies of electrical building services engineering and create necessary design and realisation documents
- work in a professional project
- cooperate with designers from other fields

Content (course unit)

Managing and scheduling a design project.
Creating design and realisation documents for electrotechnical data systems in a non-residential building. Basics of the risk management. Working as a member of a project team, acquiring and passing on information at the right time. Integration of plans. Building services engineering task list.

Prerequisites (course unit)

Electrical Building Services in Residential Buildings study unit

Assessment scale

0-5

Objectives (course unit)

The student is able to
- describe the operating principles of the most common HVAC processes
- define the field devices needed for the process and determine the relationship between the processes and the field devices
- explain the basic characteristics of dynamic processes (gain, time constant, delay) and their importance for control
- the student is able to perform a step response test for a simple process and tune the PI controller by some known method

Content (course unit)

Heat distribution process automation, ventilation unit automation, room control and airflow control, control theory.

Prerequisites (course unit)

Building Automation and HVAC (5T00BE18)

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

The student is able to describe the significance of a building automation system as a part of building technology and to identify the equipment used in a building automation system and interpret documents related to the system. The student is able to make a simple HVAC process control diagram.

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

The student is able to create a control diagram and description of the conventional HVAC process and describe the structure and equipment of the building automation system required by it. The student is able to create documents related to building automation system according to the design instructions. The student understands the importance of process gain and time constant .

Assessment criteria, excellent (5) (course unit)

The student is able to apply the topics covered and take into account the purpose of the premises and the objectives set for them when defining the activities related to the process. The student is able to utilize the opportunities offered by the systems and apply them to achieve the set goals. The student is able to tune the PI controller.

Assessment scale

0-5

Objectives (course unit)

The student is able to
- present the essential ICT systems for a non-residential building and their requirements
- design systems and installations for a non-residential building
- carry out and present measurements needed in commissioning a building

Content (course unit)

The most common ICT systems in non-residential buildings: signalling systems, control and monitoring systems, telecommunication, cabling, security systems, image and sound systems, data networks. Regulations and guidelines concerning information communication systems. Checkups concerning commissioning ICT systems in a building.

Prerequisites (course unit)

Electrical Building Services in Residential Buildings study unit

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

The student is able to describe the basic principles of design and is able to interpret design documents. The assignments have been returned to the agreed schedule. The factors and criteria mentioned in the assignment have been taken into account, but the justification is limited.

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

The student is able to apply the basic principles of design and prepare design documents. The assignments have been done to the agreed extent according to the time schedules. The solutions are reasonably made and the documents follow the general guidelines.

Assessment criteria, excellent (5) (course unit)

The student is able to apply design principles extensively and produce high quality design documents. In addition to the agreed scope, the exercises include independent reflection or more extensive comparison. The solutions are justified by the added value.

Assessment scale

0-5

Objectives (course unit)

The student can:
- describe the grounds for the design and construction of the LAN of the property
- identify the most common cables and devices used in local area networks and how they work
- describe the operation of the router and switch
- Identify and name architectures and protocols used in data networks such as IPv4, IPv6, TCP and UDP
- take into account the importance of security and explain the concepts involved

Content (course unit)

LAN cabling, connectors, active devices. Ethernet, IPv4 and IPv6. TCP and UDP. Router and Switch Function, Wireless LANs. Data security

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

The student knows the basics of LAN technologies, cabling and LAN components and the basics of LAN design.

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

The student knows the main areas of LAN technology, cabling and LAN components. The student is able to design a simple LAN with services

Assessment criteria, excellent (5) (course unit)

The student masters a wide range of LAN technologies, cabling solutions and LAN components and is able to design a demanding LAN and implement basic services.

Assessment scale

0-5

Objectives (course unit)

After completing the study module, the student:

• Can perform a guided measurement task
• Can prepare a measurement protocol according to the guided task
• Can apply various methods for processing measurement results
• Can create a graphical representation supporting measurement results and their processing
• Can calculate error estimates according to the measurement task
• Can prepare a report according to the standards using good Finnish language under guidance
• Utilizes received feedback
• Uses language according to technical standards and language usage recommendations in written communication
• Reports engineering-like technical measurements and tests, which can be illustrated as needed.

Content (course unit)

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

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

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

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

Content (course unit)

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

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

Student

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

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

Student

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

In this course, you will learn physics that is important in terms of electrical building technology, the topics of which are electromagnetism, currents and heat transfer.

After completing the study course, you
• now the concepts of electric and magnetic fields and know the mechanism of electromagnetic force generation
• know the quantities that describe the electromagnetic properties of materials
• know the principle of electromagnetic induction and recognize the applications of induction in building technology
• know the quantities that describe pipe flow, such as flow rate, volume and mass flow, their units and the dependencies between the quantities, and you know how to model frictionless flow
• can calculate the thermal resistance of a simple structure, the heat transfer coefficient and the heat flow through a plane and cylinder surface
• know the effect of thermal insulation on electrical building technology

Content (course unit)

• Electric field, magnetic field
• Force in an electromagn field
• Matter and magnetism
• Flow, flow modeling
• Heat transfer

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

• knows objects and phenomena related to the topic
• partially knows how to relate objects and phenomena related to the topic to technology and everyday applications
• knows the quantities related to the objects and phenomena of the subject area, the related units and the laws between the quantities only in familiar, exemplary situations.
• has a basic idea of the phenomena related to the subject area of insufficient qualitative level
• Recognizes the basic phenomena of physics appearing in problems related to the topic, the whole is partly unstructured and incomplete.
• can describe on a qualitative level some of the basic principles of solving problems related to the topic and makes his solutions as copies of previously studied examples.
• recognize, with support or based on a previous example, the quantities related to the problems and their preservation or change
• the selection of the laws needed to solve the problems is based on support or ready-made example models. Self-directed selection of models is uncertain and partly random.
• knows how to solve computational problems in situations that are, for example, familiar
• can sometimes state the solutions of computational problems with suitable accuracy of presentation
• the student has challenges justifying the choices he has made orally or in writing
• there are challenges in assessing the correctness and reliability of computational solutions.
• Works in the measurement related to the topic as part of a group

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

• knows the objects and phenomena related to the topic
• knows how to connect objects and phenomena related to the topic to technology and everyday applications
• knows the quantities related to the objects and phenomena of the topic, their units and the basic laws of physics between the quantities
• have a basic idea of the right qualitative level about the phenomena related to the topic
• can identify the basic phenomena of physics that are relevant to the solution of the problems in the problems related to the topic
• can describe on a qualitative level the basic principles of solving problems related to the subject area and justify the choices they have made related to solving problems
• identify the quantities related to problems and their preservation or change
• knows how to choose the laws needed to solve problems
• Knows the limitations of the laws he uses
• knows how to solve computational problems by making good use of the laws of his choice
• knows how to state the solutions of computational problems with appropriate accuracy of presentation
• can justify the choices he made orally or in writing
• knows how to evaluate the reasonableness, correctness and reliability of the calculated solutions he has made
• can carry out a simple measurement related to the topic and interpret the results obtained through the quantities and basic laws they have adopted

Assessment criteria, excellent (5) (course unit)

• knows the objects and phenomena related to the subject area and their connection to other subject areas
• knows how to comprehensively relate objects and phenomena related to the topic to technology and everyday applications
• thoroughly knows the quantities related to the objects and phenomena of the topic, their units and the basic laws of physics between the quantities and knows their limitations
• has a basic idea of the right qualitative level about the phenomena related to the topic and knows how to express it to others
• can identify the basic phenomena of physics that are relevant to the solution of the problems in the problems related to the topic
• can describe on a qualitative level the basic principles of solving problems related to the subject area and justify the choices they have made related to solving problems
• identify the quantities related to the problems in a broad area, and their preservation or change
• knows how to choose the laws needed to solve problems
• Knows the limitations of the laws he uses
• knows how to solve computational problems by making good use of the laws of his choice
• knows how to state the solutions of computational problems with appropriate accuracy of presentation
• can justify the choices he made orally or in writing
• can reasonably assess the reasonableness, correctness and reliability of the calculated solutions he has made
• can implement and, if necessary, plan a simple measurement related to the topic and interpret the results obtained through the quantities and basic laws they have adopted.

Assessment scale

0-5