Study Guide

Objectives (course unit)

The student is able to describe the design process of a detached house and its different parties. The student is able to design and document the building systems of a single-family house as a member of a project team and to carry out the respective tasks in the area of responsibility. The student is able to define goal descriptions and record space definitions and room cards based on them. The student is able to plan and follow the schedule.

Content (course unit)

The principles, stakeholders, schedule planning, specifications, space determination in building services engineering planning. Creating planning documents for building services engineering.

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

The student is able to justify some of the solutions and choices made in the project. Keeping within the and participating in counseling has been at a satisfactory level. Work requires special guidance and written or oral returns are clearly incomplete. The work of others has been given a peer review.

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

The student is able to produce and document an intact and finished structure of a residential building with its structure and style. The documents required for the assignment are carefully prepared and finalized. Reporting follows general reporting guidelines. The student is able to justify the background factors of the solutions made. The student shows that he / she has done independent and spontaneous research. The work emphasizes the pursuit of professional development and professional work and the end result. The student has mostly kept to the agreed schedule and actively participated in counseling situations. The student is able to interpret material created by others and give constructive feedback on it.

Assessment criteria, excellent (5) (course unit)

The student is able to produce and document an intact and finished structure of a residential building with its structure and style. The student demonstrates that he / she is able to do independent and spontaneous research, to compare different solutions and to look at design from different perspectives through written documentation and presentation of the feedback. Participation in counseling meetings has been active and work is commendable on schedule. The student demonstrates mastery of total building solutions as part of a residential building. The student can interpret and produce feedback from others.

Assessment scale

0-5

Objectives (course unit)

The student is able to
- recognise different types of special piping systems and describe how they connect with different production systems
- dimension a compressed air system
- describe the basic principles of gas, steam and condensation pipes and how to dimension them
- evaluate the appropriateness of different types of piping materials for various uses and keep the systems clean
- search information on different sanitation and cleaning methods
- recognises sprinkler rules and is able to draft a sprinkler plan for a space
- describe different gas extinguishing systems

Content (course unit)

Special piping for industry etc. Concepts, standards and regulations. Pipe routing. Process-technical dimensioning of pipe systems. Steam and condensations pipes, gas and oil pipes, compressed air systems. Pipe fittings and materials. Sanitation methods for apparatus, pipes and liquids. Sprinkler systems. Gas extinguishing systems.

Prerequisites (course unit)

Heating and Energy Technology Applications (5T00BE21) or equivalent

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)

The student becomes familiar with building site engineering or assistant design or project management tasks and applies his/her knowledge and skills in practice. The student makes observations related to work tasks, basic rules of a working environment, and assesses his/her skills against the demands of working life. Students set personal goals for their professional development. The student clarifies the responsibilities of building services related to their practical assignments. The student will find out information about different responsibilities of building services tasks related to training assignments.

Content (course unit)

Participation in Practice Tutorials, contracts and reporting, active acquisition of an internship position and setting learning objectives in collaboration with the workplace tutor. Keeping track of learning with a work diary. Writing an approved traineeship report.

Prerequisites (course unit)

Orientation and Coaching for Practical Training

Assessment criteria, pass/fail (course unit)

Pass (s): The student has prepared the Learning Objectives for the internship, monitors his/her own work and reports the internship in the agreed manner and according to the schedule. Reporting has been approved by the representative of the internship company.
Fail (h): The student's internship duties do not comply with the requirements of Finnish law, or the persons responsible for the work are not designated. Reporting is incomplete or does not reflect how the internship has developed the student's professional skills.

Assessment scale

0-5

Objectives (course unit)

The student works in design or similar auxiliary work in the field of building technology, where he develops and applies his / her knowledge in his / her field. The student is able to evaluate his / her own professional competence and its development needs and to apply for an internship targeted to developing his / her competence. He / she is able to set practical learning goals for practical training and can apply the acquired knowledge in practice. The student is able to analyze and describe the knowledge obtained in his / her assignments. Students get acquainted with companies and other actors in the field.

Content (course unit)

Attending internship tutoring sessions, applying for an internship, developing an internship plan with skills objectives, internship documentation, internship follow-up with work diary. Reporting of the training according to the agreed schedule. Business and trade fair events and professional seminars.

Prerequisites (course unit)

Orientation and Coaching for Practical Training

Assessment criteria, pass/fail (course unit)

Pass (s): The student has set learning objectives for the internship, approved the plan, regularly monitored and documented the achievement of the knowledge objectives, and returned the reporting according to the instructions. The student's internship period is 3 work weeks full-time. The student has attended regularly business and trade fairs and professional seminars.
Fail (h): No learning objectives have been set for the training, the training has not been reported as instructed. The student has not attended business and trade fairs or professional seminars.

Assessment scale

0-5

Objectives (course unit)

The student is able to work in a job corresponding to hi/her education. The student becomes familiar with the main practical tasks of his / her professional field, gets to practice the things learned in professional studies and assesses his / her own skills. The aim of the internship is to support the student's professional growth, the process of getting a topic for the thesis and employment after graduation.

Content (course unit)

Setting learning goals and getting an internship. Preparation of internship documents, follow-up of skills development with a work diary, internship reporting and internship seminar.

Prerequisites (course unit)

Practical Training 2

Assessment criteria, pass/fail (course unit)

Pass (s): The student has set learning objectives, the practice has been reported as instructed and presented at the seminar. The duration of the training is at least 8 working weeks. The student has regularly attended corporate, trade fair and seminar events during the academic year.
Fail (h): There are no learning objectives set for the internship, it has not been reported according to the instructions. The student has not participated in corporate, trade fair and seminar events.

Assessment scale

0-5

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)

The student is able to
- identify and analyse the needs for ventilation in residential buildings taking into account functionality and energy efficiency
- dimension the ventilation system for a residential building and select the necessary components
- find out the regulations and guidelines concerning indoor climate
- use the Mollier diagram to analyse the ventilation processes
- create a basic ventilation plan for a residential building.

Content (course unit)

The thermodynamics and basic processes of ventilation taken to a more advanced level using ix. A focus on ventilation needs. Ventilation systems in residential and office buildings with reference to its history and constraints in planning. Technical and economic comparison and selection of systems. Typical dimensioning methods and adjustment of the duct system. Basic principles of air distribution, basic theory of the incoming and outgoing airflow, air distribution devices and their selection, general principles of the sound technology in ventilation, application of building regulations.

Prerequisites (course unit)

Building Services Engineering Solutions for A Detached House module

Assessment scale

0-5

Objectives (course unit)

The student is able to
- identify, analyse and calculate the needs for air conditioning for non-residential buildings taking into account the functionality and energy efficiency
- search for information concerning the areas of air conditioning and share it with other students
- analyse the principles of sound technology and look for ways to improve noise control
- apply the Mollier diagram in the control of air conditioning processes
- seek different solutions for the air conditioning of a non-residential building
- reason why a particular solution is beneficial

Content (course unit)

Seminars run by the students on areas of air conditioning. Noise control and calculation. Sources of noise and noise suppression. Working on solutions for a non-residential building and making a reasoned choice.

Prerequisites (course unit)

Basic Studies of Air Conditioning (5T00BE01)

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)

The student is able to
- calculate the cooling need for cooling and refrigeration systems
- present the basic thermodynamic processes in cooling technology and identify the wiring diagrams and main components of refrigeration systems
- calculate the mass and energy balances of a cooling process as well draw the refrigerant of a refrigeration process on a logp,h drawing
- find out the regulations concerning refrigeration
- find out about the devices and their manufactures
- receive cooling and refrigeration systems

Content (course unit)

Principles of calculating cooling needs. District cooling as a solution. Basic processes of compressor refrigeration, refrigerants, essential standards and regulations, cool storage, heat exchange pumps, pipe installation and adjustment in a cooling and refrigeration unit, compressors, evaporators and condensers, expansion valves and other accessories. Lubricants and dimensioning software for refrigeration.

Prerequisites (course unit)

Heating and Energy Technology (5T00BE07)

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 evaluate and design different heating solutions and compare heating systems according to different starting needs. The student is able to design a conventional building-specific heat production system. The student recognizes the purpose of the building permit phase and the basis for its preparation. The student recognizes the different parties and operating principles of the energy market and is able to analyze the energy consumption of a building on the basis of various indicators and to prepare simulations of energy and conditions for a design site.

Content (course unit)

Different heating methods and their selection criteria. Value analysis of alternatives and presentation to the decision maker. Energy measurement laboratory exercise. Preparation of energy performance documentation for the building permit phase. Basic principles of energy production and distribution and environmental impact in Finland and neighboring areas.

Prerequisites (course unit)

Heating and Energy Technology (5T00BE07)

Further information (course unit)

The course is closely linked to the study complex in the HVAC House engineering premises and the study period is carried out with joint training assignments with other studies. Cross-sectoral cooperation with other technology disciplines.

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

The student recognizes the key concepts that influence the choice of a heating system and the basics of dimensioning different heating systems. The student is able to describe the different parties in the energy market.

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

The student recognizes the key concepts that influence the choice of a heating system and the basics of dimensioning different heating systems. The student is able to describe the different parties in the energy market.

Assessment criteria, excellent (5) (course unit)

The student is able to describe a building's heating and energy supply as a whole and their connection to the building's use and conditions, and to make comparisons of energy supply.

Assessment scale

0-5

Objectives (course unit)

The student is able to describe the heat demand of buildings as a whole and describe the operation of different heat production and distribution systems. The student is able to apply the regulations and instructions concerning district heating of buildings. The student is able to describe the operating principle of a water heating system. The student is able to dimension the conventional components of a water-based heating system, as well as to identify various control and regulation methods of heating systems and related components.

Content (course unit)

Calculations for the needs of energy and energy balance. Creating energy performance certificates for a building permit. The functions of a central water-heating network. Regulations and guidelines as basis for planning, realising and using heating systems, the structure and dimensioning of heating networks, components of heat production and distribution, and their dimensioning and selection.

Prerequisites (course unit)

Heat Transfer and Fluid Dynamics

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

The student recognizes the conventional components of a heating system and is able to describe the operation of a water heating system. The student recognizes the heat demand of the building as a whole

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

In addition to the above, the student is able to describe the function of the water heating system and its significance for the whole. The student is able to make informed and well-informed choices for water heating.

Assessment criteria, excellent (5) (course unit)

The student is able to describe parts of the building's different heating systems and their complexity well and to compare them reasonably and comprehensively.

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)

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)

The student is able to
- describe the effects of maintenance and service on the costs during the life cycle of a building
- take into account the maintenance aspect of building services systems in both planning and realisation
- create service guidelines and manuals
- analyse the previous, present and future possibilities and the effects of different solutions on them
- identify old, redundant but partly used HVAC systems, devices and accessories and analyse their special features in the context of renovation
- use the above to evaluate the state of a building and to make decisions concerning conservation contra renewal
- describe the phases of a renovation project and how the contribution of the different stakeholders affects the outcome of the renovation project
- design the renovation of the building services engineering systems for a project plan with awareness of the decision making and construction.

Content (course unit)

Technological and economical life. Imputed consumption and cost monitoring including measurements. Existing systems from different eras, old installations systems, old accessories and their replacement with modern ones, condition surveys, applying decrees and regulations in renovation, types of contracts, specifications set by architecture. Observing need for renovation and selling renovation projects. Reasons for the need for renovation and the timing of renovation, costs.

Prerequisites (course unit)

HVAC applications in No-residential Buildings (13I252-1015) - module

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

The student is able to describe the basics of maintenance of building systems and related documents. He / she is able to search for information on the life cycle of building systems and their renovation methods. The student is able to carry out research on the real-estate HVAC building services, but the prepared documents have shortcomings that prevent them from being handed over to the prospective client.

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

The student is able to describe extensively the maintenance of building services and the content of related documents. He / she can apply information on the life cycle of building systems and compare renovation methods. The student is able to do research on HVAC building technology for a real object. The documents produced have been handed over according to the agreed schedule and do not contain any material deficiencies. The student presents his observations and proposals for action to the prospective client in a satisfactory manner.

Assessment criteria, excellent (5) (course unit)

The student is able to describe comprehensively the maintenance of building technology and the content of related documents. He/she are able to apply information on the life cycle of building systems and make informed choices about renovation methods. The student makes a professional study of the real-estates HVAC building technology. The documents produced are of high quality and delivered on time. The student makes observations and suggestions for actions that have a significant impact for the client. The student is able to play a leading role in advancing the work of a small group

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)

The student is able to
- analyse the special needs of industrial ventilation taking into account functionality and energy efficiency
- describe the significance of recognising emission sources
- dimension some local exhaust ventilation solutions in industrial buildings
- search information concerning regulations and guidelines
- find out about the most common cleaning methods

Content (course unit)

Ventilation solutions for big spaces and industrial buildings. History of industrial ventilation. OEL values and types of local exhaust ventilation. ATEX spaces and their classification. Laboratory project on local exhaust ventilation. A project on improving industrial ventilation. Heat recovery in industrial ventilation.

Prerequisites (course unit)

5TOOEI06

Assessment scale

0-5

Objectives (course unit)

The student is able to
- use the key quantities and with their help analyse the electrotechnical features, power demand and energy consumption of devices.
- communicate electrotechnical information concerning devices and systems within the field.
- identify electrotechnical elements in HVAC devices and is aware of how to control them.

Content (course unit)

What are the basic quantities in electrical engineering and what are their mutual relationships? How are the quantities calculated? What information about HVAC devices and systems should be communicated to others? How and with what devices are HVAC systems controlled?

Prerequisites (course unit)

Orientation of Engineering ( and Tools for Building Services or equivalent

Assessment scale

0-5

Objectives (course unit)

The student
- knows how to describe electromagnetic phenomena and electric circuits with physical quantities and their dependencies
- is able to give justifiable solutions to related problems.
- knows how the electric and magnetic fields are generated and how these fields are used in applications.

Content (course unit)

Electric and magnetic fields, electric circuits and different electronic components, electric and magnetic properties of matter, electromagnetic induction, principals of electric sensors.

Prerequisites (course unit)

Mechanics, fluid mechanics and thermophysics.

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

Student is able to use quantities and units of electrostatics and magnetism. Student is able to analyze phenomena quantitatively and solve simple problems which resemble exemplary problems given during the course.

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

In addition to previous, student is also able to utilize the basic laws of electrostatics and magnetism in new problems and justify the solutions.

Assessment criteria, excellent (5) (course unit)

Student has a comprehensive understanding of the basic laws in electrostatics and magnetism, the interrelations between the laws and utilization of them in problem-solving. Student is fluent in analyzing problems and justifying the solutions.

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

0-5

Objectives (course unit)

The student is able to use and interpret regulations and instructions in the field of construction and to search for weather information in Finland and utilize it for managing indoor air conditions. The student is able to choose solutions based on different criteria and needs and takes into consideration the laws that influence comfort. The student is able to design and dimension HVAC systems in a conventional residential building and utilize the power grid using professional literature. The student is able to read design documents in the field of building services and name the main basics of electrical safety and their effects on buildings service technology. The student can name equipment and system suppliers in the field.

Content (course unit)

Regulations and standards as a starting point for the building services engineering solutions for a detached house. The general structure of building services engineering. The energy use and requirements for energy efficiency in a detached house. The common fundamentals of building services engineering. The physical, physiological and psychological factors affecting comfort. The HVAC dimensioning of a detached house, choice of equipment and planning. Installation techniques and equipment.
The central regulations and standards concerning electrical safety. Applying electrical quantities in the electric network of a residential building. Basics of electrical installations, protection from electric shocks, the basic structure of an electric network in a house, determining output capacity, dimensioning wires, choice and placement of electrical equipment, installation methods, IP-classes, graphic symbols. Markings on electrical devices.

Prerequisites (course unit)

Basic skills of Heat Transfer and Electrical Engineering

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

The student is able to list the most common building systems of a single-family house. Is able to prepare preliminary dimensioning calculations for basic systems. The student is able to read the technical documentation of a small house and tell about the factors influencing the comfort and how they can be influenced by the building service systems. The student can name and search for equipment and system suppliers in the field. Students recognize the regulations and instructions in the field.

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

The student is able to describe the principles of building service systems for residential buildings. Students will be able to choose solutions based on different criteria and needs, as well as design and dimension building service systems in a conventional residential building. He / she can use industry guidelines and regulations. The student is able to define the elements of sustainable development of the topic.

Assessment criteria, excellent (5) (course unit)

The student is able to create an energy efficient and functional system of building service systems. The student is able to evaluate the solutions as a whole from the perspective of sustainable development. The student is able to describe building service solutions as a compatible whole. Student is able to apply the guidelines and regulations of the field.

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

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, the subject area being 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 a diagonal triangle
• can calculate the parts and surfaces of different plane patterns and the volumes of different pieces
• know how to solve basic tasks in vector calculus
• know the basic concepts of functions and recognize the typical properties of different functions
• recognize the graphs of different types of functions, you know how to use them and apply the topics in technical problems
• know how to create a mathematical model of technology problems and you know how to 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)
• circle theory, spatial geometry
• sum of vectors, difference, multiplication by a number
• plane vector coordinate and polar coordinate representation
• space vectors (brief mention)
• 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

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

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

Student:
• recognizes the mathematical notations related to the subject areas and know how to use the most important of them
• knows how to solve a diagonal triangle
• can calculate the parts and areas of different plane patterns and the volumes of different pieces
• can solve basic tasks in vector calculus
• knows the basic concepts of functions and recognizes the typical properties of different functions
• recognizes the graphs of different types of functions, knows how to use them and applies the topics in technical problems
• can create a mathematical model of technology problems and can apply it in the solution of the problem
• is able to present and justify logically chosen solutions
• knows how to evaluate the reasonableness and correctness of the decisions he makes

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

Student is able to
- construct graphical presentation for statistical data.
- calculate basic statistical measures with computer.
- interpret data using statistical measures and graphs.
- understand basics of combinatorics.
- calculate probabilities.
- construct a confidence interval and perform a hypothesis test.
- understand the concepts of regression and correlation.

Content (course unit)

Probability, combinatorics, statistical measures, distributions (normal, binomial, t, Poisson), confidence interval, hypothesis testing, use of statistical computer program, regression

Prerequisites (course unit)

Basic use of Excel, Functions and matrices and Integral Calculus, or similar skills

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

Student understands the difference between population and sample. Student is able to calculate measures of central tendency and variation. He/she knows the basic elements of research methods and is able to present data in charts and tables. Student understands the basic concepts of distributions. He/she is able to solve simple applications that are similar to the problems solved during the course. Justification of solutions and the usage of mathematical concepts may still be somewhat vague.

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

In addition, student is able to apply statistics thinking when handling data from different kind of research methods. Student knows basic elements of decision making with different size of samples. He/she understands meaning of results of regression analysis. Student is able to solve the given exercises independently and helps other students in the group.

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

The student is able to
- describe the needs and benefits of computer aided design.
- use the design programs in a versatile manner in order to dimension, simulate and document HVAC-systems
- document systems in existing spaces
- undertake an automatic dimensioning of HVAC networks.

Content (course unit)

The principles of computer aided design, integrating one’s plans with those of others, databases, dimensioning tools.

Prerequisites (course unit)

Documentation of HVAC systems 1 (5T00BD21)

Assessment scale

0-5

Objectives (course unit)

The student is able to
- plan and dimension a typical water, sewage and rainwater system for a building linked to a municipal water and sewage system
- describe the principles of water and sewage systems for thinly-populated areas
- Explain the mechanisms by which fires start and spread and the key principles of different fire extinguishing methods

Content (course unit)

Water services for communities and solutions in thinly-populated areas, regulations and guidelines as the basis for planning, realising and using water and sewage systems. Water systems in a building, the energy economy of water devices and water consumption. Water and sewage fixtures. Sewage and rainwater systems, protection of pipes and sewerage, the sound technology of water and sewerage, production of warm water, separators for sewage water, pump stations. Equipment used to change the pressure in water pipes. Different methods of fire extinguishing.

Prerequisites (course unit)

Building Services Engineering Solutions for A Detached House module

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

The student can recognize the principles of designing typical water and sewage systems, and the most essential parts and devices of them. Student is able to describe the basics of municipal water services.

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

The student can design and dimension typical water and sewage systems. Student can recognize the most essential parts and devices of these systems and is able to determine their features independently. Student is able to describe the basics of water services and sewage in communities and in thinly-populated areas.

Assessment criteria, excellent (5) (course unit)

The student can design and dimension water and sewage systems independently. Student can recognize all kinds of parts and devices in these systems and is able to determine their features independently. Student has a wide knowledge of features in water services and sewage in communities and in thinly-populated areas.

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)

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)

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 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)

The student
- knows how to describe electromagnetic phenomena and electric circuits with physical quantities and their dependencies
- is able to give justifiable solutions to related problems.
- knows how the electric and magnetic fields are generated and how these fields are used in applications.

Content (course unit)

Electric and magnetic fields, electric circuits and different electronic components, electric and magnetic properties of matter, electromagnetic induction, principals of electric sensors.

Prerequisites (course unit)

Mechanics, fluid mechanics and thermophysics.

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

Student is able to use quantities and units of electrostatics and magnetism. Student is able to analyze phenomena quantitatively and solve simple problems which resemble exemplary problems given during the course.

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

In addition to previous, student is also able to utilize the basic laws of electrostatics and magnetism in new problems and justify the solutions.

Assessment criteria, excellent (5) (course unit)

Student has a comprehensive understanding of the basic laws in electrostatics and magnetism, the interrelations between the laws and utilization of them in problem-solving. Student is fluent in analyzing problems and justifying the solutions.

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)

In this course, you will learn the basics of the mathematics behind technology, the subject area being 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 a diagonal triangle
• can calculate the parts and surfaces of different plane patterns and the volumes of different pieces
• know how to solve basic tasks in vector calculus
• know the basic concepts of functions and recognize the typical properties of different functions
• recognize the graphs of different types of functions, you know how to use them and apply the topics in technical problems
• know how to create a mathematical model of technology problems and you know how to 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)
• circle theory, spatial geometry
• sum of vectors, difference, multiplication by a number
• plane vector coordinate and polar coordinate representation
• space vectors (brief mention)
• 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

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

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

Student:
• recognizes the mathematical notations related to the subject areas and know how to use the most important of them
• knows how to solve a diagonal triangle
• can calculate the parts and areas of different plane patterns and the volumes of different pieces
• can solve basic tasks in vector calculus
• knows the basic concepts of functions and recognizes the typical properties of different functions
• recognizes the graphs of different types of functions, knows how to use them and applies the topics in technical problems
• can create a mathematical model of technology problems and can apply it in the solution of the problem
• is able to present and justify logically chosen solutions
• knows how to evaluate the reasonableness and correctness of the decisions he makes

Assessment criteria, excellent (5) (course unit)

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

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)

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)

The student is able to describe the design process of a detached house and its different parties. The student is able to design and document the building systems of a single-family house as a member of a project team and to carry out the respective tasks in the area of responsibility. The student is able to define goal descriptions and record space definitions and room cards based on them. The student is able to plan and follow the schedule.

Content (course unit)

The principles, stakeholders, schedule planning, specifications, space determination in building services engineering planning. Creating planning documents for building services engineering.

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

The student is able to justify some of the solutions and choices made in the project. Keeping within the and participating in counseling has been at a satisfactory level. Work requires special guidance and written or oral returns are clearly incomplete. The work of others has been given a peer review.

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

The student is able to produce and document an intact and finished structure of a residential building with its structure and style. The documents required for the assignment are carefully prepared and finalized. Reporting follows general reporting guidelines. The student is able to justify the background factors of the solutions made. The student shows that he / she has done independent and spontaneous research. The work emphasizes the pursuit of professional development and professional work and the end result. The student has mostly kept to the agreed schedule and actively participated in counseling situations. The student is able to interpret material created by others and give constructive feedback on it.

Assessment criteria, excellent (5) (course unit)

The student is able to produce and document an intact and finished structure of a residential building with its structure and style. The student demonstrates that he / she is able to do independent and spontaneous research, to compare different solutions and to look at design from different perspectives through written documentation and presentation of the feedback. Participation in counseling meetings has been active and work is commendable on schedule. The student demonstrates mastery of total building solutions as part of a residential building. The student can interpret and produce feedback from others.

Assessment scale

0-5

Objectives (course unit)

The student is able to use and interpret regulations and instructions in the field of construction and to search for weather information in Finland and utilize it for managing indoor air conditions. The student is able to choose solutions based on different criteria and needs and takes into consideration the laws that influence comfort. The student is able to design and dimension HVAC systems in a conventional residential building and utilize the power grid using professional literature. The student is able to read design documents in the field of building services and name the main basics of electrical safety and their effects on buildings service technology. The student can name equipment and system suppliers in the field.

Content (course unit)

Regulations and standards as a starting point for the building services engineering solutions for a detached house. The general structure of building services engineering. The energy use and requirements for energy efficiency in a detached house. The common fundamentals of building services engineering. The physical, physiological and psychological factors affecting comfort. The HVAC dimensioning of a detached house, choice of equipment and planning. Installation techniques and equipment.
The central regulations and standards concerning electrical safety. Applying electrical quantities in the electric network of a residential building. Basics of electrical installations, protection from electric shocks, the basic structure of an electric network in a house, determining output capacity, dimensioning wires, choice and placement of electrical equipment, installation methods, IP-classes, graphic symbols. Markings on electrical devices.

Prerequisites (course unit)

Basic skills of Heat Transfer and Electrical Engineering

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

The student is able to list the most common building systems of a single-family house. Is able to prepare preliminary dimensioning calculations for basic systems. The student is able to read the technical documentation of a small house and tell about the factors influencing the comfort and how they can be influenced by the building service systems. The student can name and search for equipment and system suppliers in the field. Students recognize the regulations and instructions in the field.

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

The student is able to describe the principles of building service systems for residential buildings. Students will be able to choose solutions based on different criteria and needs, as well as design and dimension building service systems in a conventional residential building. He / she can use industry guidelines and regulations. The student is able to define the elements of sustainable development of the topic.

Assessment criteria, excellent (5) (course unit)

The student is able to create an energy efficient and functional system of building service systems. The student is able to evaluate the solutions as a whole from the perspective of sustainable development. The student is able to describe building service solutions as a compatible whole. Student is able to apply the guidelines and regulations of the field.

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
- 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
- calculate the cooling need for cooling and refrigeration systems
- present the basic thermodynamic processes in cooling technology and identify the wiring diagrams and main components of refrigeration systems
- calculate the mass and energy balances of a cooling process as well draw the refrigerant of a refrigeration process on a logp,h drawing
- find out the regulations concerning refrigeration
- find out about the devices and their manufactures
- receive cooling and refrigeration systems

Content (course unit)

Principles of calculating cooling needs. District cooling as a solution. Basic processes of compressor refrigeration, refrigerants, essential standards and regulations, cool storage, heat exchange pumps, pipe installation and adjustment in a cooling and refrigeration unit, compressors, evaporators and condensers, expansion valves and other accessories. Lubricants and dimensioning software for refrigeration.

Prerequisites (course unit)

Heating and Energy Technology (5T00BE07)

Assessment scale

0-5

Objectives (course unit)

The student is able to
- identify, analyse and calculate the needs for air conditioning for non-residential buildings taking into account the functionality and energy efficiency
- search for information concerning the areas of air conditioning and share it with other students
- analyse the principles of sound technology and look for ways to improve noise control
- apply the Mollier diagram in the control of air conditioning processes
- seek different solutions for the air conditioning of a non-residential building
- reason why a particular solution is beneficial

Content (course unit)

Seminars run by the students on areas of air conditioning. Noise control and calculation. Sources of noise and noise suppression. Working on solutions for a non-residential building and making a reasoned choice.

Prerequisites (course unit)

Basic Studies of Air Conditioning (5T00BE01)

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)

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

Content (course unit)

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

Prerequisites (course unit)

Basics of Measuring and Reporting

Further information (course unit)

Alternative ways for project learning implementations

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment criteria, pass/fail (course unit)

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

Assessment scale

0-5

Objectives (course unit)

Student is able to
- construct graphical presentation for statistical data.
- calculate basic statistical measures with computer.
- interpret data using statistical measures and graphs.
- understand basics of combinatorics.
- calculate probabilities.
- construct a confidence interval and perform a hypothesis test.
- understand the concepts of regression and correlation.

Content (course unit)

Probability, combinatorics, statistical measures, distributions (normal, binomial, t, Poisson), confidence interval, hypothesis testing, use of statistical computer program, regression

Prerequisites (course unit)

Basic use of Excel, Functions and matrices and Integral Calculus, or similar skills

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

Student understands the difference between population and sample. Student is able to calculate measures of central tendency and variation. He/she knows the basic elements of research methods and is able to present data in charts and tables. Student understands the basic concepts of distributions. He/she is able to solve simple applications that are similar to the problems solved during the course. Justification of solutions and the usage of mathematical concepts may still be somewhat vague.

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

In addition, student is able to apply statistics thinking when handling data from different kind of research methods. Student knows basic elements of decision making with different size of samples. He/she understands meaning of results of regression analysis. Student is able to solve the given exercises independently and helps other students in the group.

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

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 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 evaluate and design different heating solutions and compare heating systems according to different starting needs. The student is able to design a conventional building-specific heat production system. The student recognizes the purpose of the building permit phase and the basis for its preparation. The student recognizes the different parties and operating principles of the energy market and is able to analyze the energy consumption of a building on the basis of various indicators and to prepare simulations of energy and conditions for a design site.

Content (course unit)

Different heating methods and their selection criteria. Value analysis of alternatives and presentation to the decision maker. Energy measurement laboratory exercise. Preparation of energy performance documentation for the building permit phase. Basic principles of energy production and distribution and environmental impact in Finland and neighboring areas.

Prerequisites (course unit)

Heating and Energy Technology (5T00BE07)

Further information (course unit)

The course is closely linked to the study complex in the HVAC House engineering premises and the study period is carried out with joint training assignments with other studies. Cross-sectoral cooperation with other technology disciplines.

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

The student recognizes the key concepts that influence the choice of a heating system and the basics of dimensioning different heating systems. The student is able to describe the different parties in the energy market.

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

The student recognizes the key concepts that influence the choice of a heating system and the basics of dimensioning different heating systems. The student is able to describe the different parties in the energy market.

Assessment criteria, excellent (5) (course unit)

The student is able to describe a building's heating and energy supply as a whole and their connection to the building's use and conditions, and to make comparisons of energy supply.

Assessment scale

0-5

Objectives (course unit)

The student is able to
- recognise different types of special piping systems and describe how they connect with different production systems
- dimension a compressed air system
- describe the basic principles of gas, steam and condensation pipes and how to dimension them
- evaluate the appropriateness of different types of piping materials for various uses and keep the systems clean
- search information on different sanitation and cleaning methods
- recognises sprinkler rules and is able to draft a sprinkler plan for a space
- describe different gas extinguishing systems

Content (course unit)

Special piping for industry etc. Concepts, standards and regulations. Pipe routing. Process-technical dimensioning of pipe systems. Steam and condensations pipes, gas and oil pipes, compressed air systems. Pipe fittings and materials. Sanitation methods for apparatus, pipes and liquids. Sprinkler systems. Gas extinguishing systems.

Prerequisites (course unit)

Heating and Energy Technology Applications (5T00BE21) or equivalent

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 student is able to
- describe the needs and benefits of computer aided design.
- use the design programs in a versatile manner in order to dimension, simulate and document HVAC-systems
- document systems in existing spaces
- undertake an automatic dimensioning of HVAC networks.

Content (course unit)

The principles of computer aided design, integrating one’s plans with those of others, databases, dimensioning tools.

Prerequisites (course unit)

Documentation of HVAC systems 1 (5T00BD21)

Assessment scale

0-5

Objectives (course unit)

The student is able to
- plan and dimension a typical water, sewage and rainwater system for a building linked to a municipal water and sewage system
- describe the principles of water and sewage systems for thinly-populated areas
- Explain the mechanisms by which fires start and spread and the key principles of different fire extinguishing methods

Content (course unit)

Water services for communities and solutions in thinly-populated areas, regulations and guidelines as the basis for planning, realising and using water and sewage systems. Water systems in a building, the energy economy of water devices and water consumption. Water and sewage fixtures. Sewage and rainwater systems, protection of pipes and sewerage, the sound technology of water and sewerage, production of warm water, separators for sewage water, pump stations. Equipment used to change the pressure in water pipes. Different methods of fire extinguishing.

Prerequisites (course unit)

Building Services Engineering Solutions for A Detached House module

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

The student can recognize the principles of designing typical water and sewage systems, and the most essential parts and devices of them. Student is able to describe the basics of municipal water services.

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

The student can design and dimension typical water and sewage systems. Student can recognize the most essential parts and devices of these systems and is able to determine their features independently. Student is able to describe the basics of water services and sewage in communities and in thinly-populated areas.

Assessment criteria, excellent (5) (course unit)

The student can design and dimension water and sewage systems independently. Student can recognize all kinds of parts and devices in these systems and is able to determine their features independently. Student has a wide knowledge of features in water services and sewage in communities and in thinly-populated areas.

Assessment scale

0-5

Objectives (course unit)

The student is able to
- use the key quantities and with their help analyse the electrotechnical features, power demand and energy consumption of devices.
- communicate electrotechnical information concerning devices and systems within the field.
- identify electrotechnical elements in HVAC devices and is aware of how to control them.

Content (course unit)

What are the basic quantities in electrical engineering and what are their mutual relationships? How are the quantities calculated? What information about HVAC devices and systems should be communicated to others? How and with what devices are HVAC systems controlled?

Prerequisites (course unit)

Orientation of Engineering ( and Tools for Building Services or equivalent

Assessment scale

0-5

Objectives (course unit)

The student is able to
- identify and analyse the needs for ventilation in residential buildings taking into account functionality and energy efficiency
- dimension the ventilation system for a residential building and select the necessary components
- find out the regulations and guidelines concerning indoor climate
- use the Mollier diagram to analyse the ventilation processes
- create a basic ventilation plan for a residential building.

Content (course unit)

The thermodynamics and basic processes of ventilation taken to a more advanced level using ix. A focus on ventilation needs. Ventilation systems in residential and office buildings with reference to its history and constraints in planning. Technical and economic comparison and selection of systems. Typical dimensioning methods and adjustment of the duct system. Basic principles of air distribution, basic theory of the incoming and outgoing airflow, air distribution devices and their selection, general principles of the sound technology in ventilation, application of building regulations.

Prerequisites (course unit)

Building Services Engineering Solutions for A Detached House module

Assessment scale

0-5

Objectives (course unit)

The student is able to describe the heat demand of buildings as a whole and describe the operation of different heat production and distribution systems. The student is able to apply the regulations and instructions concerning district heating of buildings. The student is able to describe the operating principle of a water heating system. The student is able to dimension the conventional components of a water-based heating system, as well as to identify various control and regulation methods of heating systems and related components.

Content (course unit)

Calculations for the needs of energy and energy balance. Creating energy performance certificates for a building permit. The functions of a central water-heating network. Regulations and guidelines as basis for planning, realising and using heating systems, the structure and dimensioning of heating networks, components of heat production and distribution, and their dimensioning and selection.

Prerequisites (course unit)

Heat Transfer and Fluid Dynamics

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

The student recognizes the conventional components of a heating system and is able to describe the operation of a water heating system. The student recognizes the heat demand of the building as a whole

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

In addition to the above, the student is able to describe the function of the water heating system and its significance for the whole. The student is able to make informed and well-informed choices for water heating.

Assessment criteria, excellent (5) (course unit)

The student is able to describe parts of the building's different heating systems and their complexity well and to compare them reasonably and comprehensively.

Assessment scale

0-5

Objectives (course unit)

The student becomes familiar with building site engineering or assistant design or project management tasks and applies his/her knowledge and skills in practice. The student makes observations related to work tasks, basic rules of a working environment, and assesses his/her skills against the demands of working life. Students set personal goals for their professional development. The student clarifies the responsibilities of building services related to their practical assignments. The student will find out information about different responsibilities of building services tasks related to training assignments.

Content (course unit)

Participation in Practice Tutorials, contracts and reporting, active acquisition of an internship position and setting learning objectives in collaboration with the workplace tutor. Keeping track of learning with a work diary. Writing an approved traineeship report.

Prerequisites (course unit)

Orientation and Coaching for Practical Training

Assessment criteria, pass/fail (course unit)

Pass (s): The student has prepared the Learning Objectives for the internship, monitors his/her own work and reports the internship in the agreed manner and according to the schedule. Reporting has been approved by the representative of the internship company.
Fail (h): The student's internship duties do not comply with the requirements of Finnish law, or the persons responsible for the work are not designated. Reporting is incomplete or does not reflect how the internship has developed the student's professional skills.

Assessment scale

0-5

Objectives (course unit)

The student works in design or similar auxiliary work in the field of building technology, where he develops and applies his / her knowledge in his / her field. The student is able to evaluate his / her own professional competence and its development needs and to apply for an internship targeted to developing his / her competence. He / she is able to set practical learning goals for practical training and can apply the acquired knowledge in practice. The student is able to analyze and describe the knowledge obtained in his / her assignments. Students get acquainted with companies and other actors in the field.

Content (course unit)

Attending internship tutoring sessions, applying for an internship, developing an internship plan with skills objectives, internship documentation, internship follow-up with work diary. Reporting of the training according to the agreed schedule. Business and trade fair events and professional seminars.

Prerequisites (course unit)

Orientation and Coaching for Practical Training

Assessment criteria, pass/fail (course unit)

Pass (s): The student has set learning objectives for the internship, approved the plan, regularly monitored and documented the achievement of the knowledge objectives, and returned the reporting according to the instructions. The student's internship period is 3 work weeks full-time. The student has attended regularly business and trade fairs and professional seminars.
Fail (h): No learning objectives have been set for the training, the training has not been reported as instructed. The student has not attended business and trade fairs or professional seminars.

Assessment scale

0-5

Objectives (course unit)

The student is able to
- analyse the special needs of industrial ventilation taking into account functionality and energy efficiency
- describe the significance of recognising emission sources
- dimension some local exhaust ventilation solutions in industrial buildings
- search information concerning regulations and guidelines
- find out about the most common cleaning methods

Content (course unit)

Ventilation solutions for big spaces and industrial buildings. History of industrial ventilation. OEL values and types of local exhaust ventilation. ATEX spaces and their classification. Laboratory project on local exhaust ventilation. A project on improving industrial ventilation. Heat recovery in industrial ventilation.

Prerequisites (course unit)

5TOOEI06

Assessment scale

0-5

Objectives (course unit)

The student is able to
- describe the effects of maintenance and service on the costs during the life cycle of a building
- take into account the maintenance aspect of building services systems in both planning and realisation
- create service guidelines and manuals
- analyse the previous, present and future possibilities and the effects of different solutions on them
- identify old, redundant but partly used HVAC systems, devices and accessories and analyse their special features in the context of renovation
- use the above to evaluate the state of a building and to make decisions concerning conservation contra renewal
- describe the phases of a renovation project and how the contribution of the different stakeholders affects the outcome of the renovation project
- design the renovation of the building services engineering systems for a project plan with awareness of the decision making and construction.

Content (course unit)

Technological and economical life. Imputed consumption and cost monitoring including measurements. Existing systems from different eras, old installations systems, old accessories and their replacement with modern ones, condition surveys, applying decrees and regulations in renovation, types of contracts, specifications set by architecture. Observing need for renovation and selling renovation projects. Reasons for the need for renovation and the timing of renovation, costs.

Prerequisites (course unit)

HVAC applications in No-residential Buildings (13I252-1015) - module

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

The student is able to describe the basics of maintenance of building systems and related documents. He / she is able to search for information on the life cycle of building systems and their renovation methods. The student is able to carry out research on the real-estate HVAC building services, but the prepared documents have shortcomings that prevent them from being handed over to the prospective client.

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

The student is able to describe extensively the maintenance of building services and the content of related documents. He / she can apply information on the life cycle of building systems and compare renovation methods. The student is able to do research on HVAC building technology for a real object. The documents produced have been handed over according to the agreed schedule and do not contain any material deficiencies. The student presents his observations and proposals for action to the prospective client in a satisfactory manner.

Assessment criteria, excellent (5) (course unit)

The student is able to describe comprehensively the maintenance of building technology and the content of related documents. He/she are able to apply information on the life cycle of building systems and make informed choices about renovation methods. The student makes a professional study of the real-estates HVAC building technology. The documents produced are of high quality and delivered on time. The student makes observations and suggestions for actions that have a significant impact for the client. The student is able to play a leading role in advancing the work of a small group

Assessment scale

0-5

Objectives (course unit)

The student is able to work in a job corresponding to hi/her education. The student becomes familiar with the main practical tasks of his / her professional field, gets to practice the things learned in professional studies and assesses his / her own skills. The aim of the internship is to support the student's professional growth, the process of getting a topic for the thesis and employment after graduation.

Content (course unit)

Setting learning goals and getting an internship. Preparation of internship documents, follow-up of skills development with a work diary, internship reporting and internship seminar.

Prerequisites (course unit)

Practical Training 2

Assessment criteria, pass/fail (course unit)

Pass (s): The student has set learning objectives, the practice has been reported as instructed and presented at the seminar. The duration of the training is at least 8 working weeks. The student has regularly attended corporate, trade fair and seminar events during the academic year.
Fail (h): There are no learning objectives set for the internship, it has not been reported according to the instructions. The student has not participated in corporate, trade fair and seminar events.

Assessment scale

0-5

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)

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)

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

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