Study Guide

Objectives (course unit)

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

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

Content (course unit)

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

Prerequisites (course unit)

Basic knowledge of building or building design.

Location and time

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

Exam schedules

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

Assessment scale

0-5

Teaching methods

Self study
Lectures and assignments
Peer reviews
Seminar

Learning materials

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

Content scheduling

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

Completion alternatives

No alternative ways

Practical training and working life cooperation

Considered case by case

International connections

1 credit - 27 hours of student's work

Objectives (course unit)

The students can design the most common framework and housing as well as the reinforcing and concreting work.
The students gain sufficient knowledge of the applications of concrete technology to design aforementioned jobs.
The students familiarise themselves with the current concrete norms and publications of the field.

Content (course unit)

Designing framework, reinforcing, housing and concreting. Slip casting, concrete spraying, underwater concreting, concreting of renovations and the production technique of prestressed concrete structures. Familiarisation with the current concrete technology and norms, examples of practical concrete technology applications.

Assessment scale

0-5

Assessment scale

0-5

Objectives (course unit)

The student is able to implement and document a final thesis project. He is able to design a project together with a client or other collaborative partners. He can justify his choices and critically analyse his work. He is able to apply the chosen development methods and acquire and handle data critically within a larger context. He is able to write the written part of his bachelor´s thesis work and follow the instructions of TAMK.

Content (course unit)

Documenting a thesis project and producing a written thesis. Presentation of thesis and evaluation discussion.

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

Adherence to TAMK's common thesis evaluation criteria applied to construction practice.

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

Adherence to TAMK's common thesis evaluation criteria applied to construction practice.

Assessment criteria, excellent (5) (course unit)

Adherence to TAMK's common thesis evaluation criteria applied to construction practice.

Assessment scale

0-5

Objectives (course unit)

The student is able to implement and document a final thesis project. He is able to design a project together with a client or other collaborative partners. He can justify his choices and critically analyse his work. He is able to apply the chosen development methods and acquire and handle data critically within a larger context. He is able to write the written part of his bachelor´s thesis work and follow the instructions of TAMK.

Content (course unit)

Documenting a thesis project and producing a written thesis. Presentation of thesis and evaluation discussion.

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

Adherence to TAMK's common thesis evaluation criteria applied to construction practice.

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

Adherence to TAMK's common thesis evaluation criteria applied to construction practice.

Assessment criteria, excellent (5) (course unit)

Adherence to TAMK's common thesis evaluation criteria applied to construction practice.

Assessment scale

0-5

Objectives (course unit)

The student is able to implement and document a final thesis project. He is able to design a project together with a client or other collaborative partners. He can justify his choices and critically analyse his work. He is able to apply the chosen development methods and acquire and handle data critically within a larger context. He is able to write the written part of his bachelor´s thesis work and follow the instructions of TAMK.

Content (course unit)

Documenting a thesis project and producing a written thesis. Presentation of thesis and evaluation discussion.

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

Adherence to TAMK's common thesis evaluation criteria applied to construction practice.

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

Adherence to TAMK's common thesis evaluation criteria applied to construction practice.

Assessment criteria, excellent (5) (course unit)

Adherence to TAMK's common thesis evaluation criteria applied to construction practice.

Assessment scale

0-5

Objectives (course unit)

The student is able to implement and document a final thesis project. He is able to design a project together with a client or other collaborative partners. He can justify his choices and critically analyse his work. He is able to apply the chosen development methods and acquire and handle data critically within a larger context. He is able to write the written part of his bachelor´s thesis work and follow the instructions of TAMK.

Content (course unit)

Documenting a thesis project and producing a written thesis. Presentation of thesis and evaluation discussion.

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

Adherence to TAMK's common thesis evaluation criteria applied to construction practice.

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

Adherence to TAMK's common thesis evaluation criteria applied to construction practice.

Assessment criteria, excellent (5) (course unit)

Adherence to TAMK's common thesis evaluation criteria applied to construction practice.

Assessment scale

0-5

Objectives (course unit)

The student is able to implement and document a final thesis project. He is able to design a project together with a client or other collaborative partners. He can justify his choices and critically analyse his work. He is able to apply the chosen development methods and acquire and handle data critically within a larger context. He is able to write the written part of his bachelor´s thesis work and follow the instructions of TAMK.

Content (course unit)

Documenting a thesis project and producing a written thesis. Presentation of thesis and evaluation discussion.

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

Adherence to TAMK's common thesis evaluation criteria applied to construction practice.

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

Adherence to TAMK's common thesis evaluation criteria applied to construction practice.

Assessment criteria, excellent (5) (course unit)

Adherence to TAMK's common thesis evaluation criteria applied to construction practice.

Assessment scale

0-5

Objectives (course unit)

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

Content (course unit)

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

Prerequisites (course unit)

Comprehensive school Swedish

Further information (course unit)

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

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

Pass/Fail

Objectives (course unit)

After completing the course, the student is able to explain the progress of a construction project in the main phases, to classify the parties to the construction project and to explain their role during the various stages of the project. The student will be able to define different forms of construction project and identify general principles of contract practice in construction. The student knows the basic costing methods of construction and can calculate simple investment calculations. The student is able to identify entrepreneurship as one of the career paths and, if necessary, can search for additional information and help in starting his / her own business. The student is able to identify research problems and questions related to the field of construction production and economics and to find a solution using the methods of knowledge construction and innovation as well as the research approach.

Content (course unit)

Flow of the construction project, parties, forms and contract technology
Fundamentals of construction economy, basic methods of cost and investment calculations
Entrepreneurship and innovation in the construction sector

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

The student knows one method of investment calculation and understands the basic concepts of construction economics and is able to use it.
The student identifies the main phases and main parties of a construction project and identifies the basic implementation forms.

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

the student knows all methods of investment calculation
-the student can find out the economic situation of construction with the help of various information sources
- the student can use the basic concepts of construction economics in working life
- the student identifies the parties to the building project and knows the stages of the building project and their rough content
- the student is familiar with the implementation of construction

Assessment criteria, excellent (5) (course unit)

the student can apply the methods of investment calculation to practical situations
-the student is able to visualize the economic situation in construction
- the student can use the basic concepts of construction economics in working life
- the student identifies the parties to the building project and knows the stages of the building project and their rough content
- the student is familiar with the implementation of construction

Assessment scale

0-5

Objectives (course unit)

After completing the course, the student is able to explain the progress of a construction project in the main phases, to classify the parties to the construction project and to explain their role during the various stages of the project. The student will be able to define different forms of construction project and identify general principles of contract practice in construction. The student knows the basic costing methods of construction and can calculate simple investment calculations. The student is able to identify entrepreneurship as one of the career paths and, if necessary, can search for additional information and help in starting his / her own business. The student is able to identify research problems and questions related to the field of construction production and economics and to find a solution using the methods of knowledge construction and innovation as well as the research approach.

Content (course unit)

Flow of the construction project, parties, forms and contract technology
Fundamentals of construction economy, basic methods of cost and investment calculations
Entrepreneurship and innovation in the construction sector

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

The student knows one method of investment calculation and understands the basic concepts of construction economics and is able to use it.
The student identifies the main phases and main parties of a construction project and identifies the basic implementation forms.

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

the student knows all methods of investment calculation
-the student can find out the economic situation of construction with the help of various information sources
- the student can use the basic concepts of construction economics in working life
- the student identifies the parties to the building project and knows the stages of the building project and their rough content
- the student is familiar with the implementation of construction

Assessment criteria, excellent (5) (course unit)

the student can apply the methods of investment calculation to practical situations
-the student is able to visualize the economic situation in construction
- the student can use the basic concepts of construction economics in working life
- the student identifies the parties to the building project and knows the stages of the building project and their rough content
- the student is familiar with the implementation of construction

Location and time

weekly total 4h lessons and formative activities:
If there is at timetable lessons CET 8am-10am => lesson start precise 8.15 am

Classroom C4-11b wednesday 11 pm .. 1 pm (2h) and
+

Exam schedules

Exam during April 2024 2h
Precise time will be informed later

Assessment methods and criteria

Must achieve minimum requirement in each part A-D
------------------------------------------------------------
A: Lecture attendance from 0 to 10 marks, minimum requirement 40% attendance = 1 mark, 90% attendance = 10 marks
B: Exam from 0 to 40 marks, minimum requirement 40% OR two tests (an interim and an end test) with the same requirements as the exam
C: All summative activities are compulsory and any missed summative activities must be compensated with an additional assignment (contact your lecturer)
D: Business management assignment from 0 to 30 marks, minimum requirement 10 marks

Marks = Grade
------------------------------
0-26 = 0
27-38 = 1
39-49 = 2
50-59 = 3
60-69 = 4
70- 80 = 5

Assessment scale

0-5

Teaching methods

- Lectures
- Summative and formative activities
- Group assignment
- Readings

Learning materials

- Lecture material in TAMK TUNImoodle
- Gruneberg, S. & Francis, N. (2018). The Economics of Construction. Agenda Publishing
- YSE 1998 General conditions for building contracts
- KSE2013 General conditions for consulting
- Public tendering rules in EU, https://europa.eu/youreurope/business/selling-in-eu/public-contracts/public-tendering-rules/index_en.htm
- Entrepreneurship and business management resources as advised at the start of Part B

Student workload

Small parts of Part A and B are to be studied independently as advised by the lecturers during the course.

Study load includes:
- lecture attendance
- summative and formative activities
- readings
- exam preparation and exam
- group work in the Business management group assignment

Content scheduling

Part A Construction economics content
---------------------------------------------------
A0 Introduction to the course
A1 Parties in a construction project
A2 Construction economics concepts and terminology, business cycles
A3 Procurement and delivery methods
A4 Investment calculations + Summative activity #1 Investment calculations (in class)
A5 Summative activity #1 continues, Basics of cost estimation
A5 Summative activity #2 Cost estimation (in class)
A6 Project stages- inception
A7 Project stages - feasibility
A8 Project stages - design
A9 Project stages – pre-construction
A10 Project stages - construction
A11 Project stages – common forms of contracts, Summative activity #3 YSE and Summative activity #4 KSE (both independently)
A12 Project stages – commissioning and handover

Part B Business management
B1 Entrepreneurship as a career – Different company forms
B2 Starting a business – Summative activity #5 (separate table of contents)
B3 Your business- Business idea, revenue generation model, products and services, Summative activity #6
B4 Your business – Core competence, client selection criteria
B5 Your business – Market and clients – a big client, business cycle fluctuation...
B6 Your business – Competitors -collaboration?
B7 Your business – Marketing, sales, distribution channels– Social media, tendering…
B8 Your business – Relationships with stakeholders – investors, public authorities, neighbours, service providers
B9 Your business – Human resources -Organisation: agency workers, sub-contractors, outsourcing
B10 Your business – Logistics and buying: mobilisation, operating area, supply chain, stock, reliability of delivery, capital
B11 Your business – hourly rate calculations, tender pricing
B12 Your business – budget

Completion alternatives

TAMK AHOT system:
= An oral examination of the whole course content, to be agreed with the course coordinator.

Practical training and working life cooperation

Students may use real company information as guidance in the Business management assignment.

International connections

Foreign countries students

Further information

Part D
Business management report, table of contents
------------------------------------------------------------
0 Name of the report, date, Name of Student
1 Introduction (aim, rationale and context)
2 Form of the business entity (the selected form with reasoning)
3 Business idea (revenue generation model, products and services)
4 Core competence (client selection criteria)
5 Market and clients (as an example a big client, business cycles)
6 Competitors (collaboration, networking, partnership, integration)
7 Marketing, selling, distribution channels (social media…tendering...)
8 Relationships with stakeholders (investor, public authorities, neighbours, service providers)
9 Human resources, organisation structure (agency workers, sub-contracting, outsourcing)

Appendix 1 Business budget (1st year)
Appendix 2 Risk analysis

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

The result is a fail if the student has not achieved the minimum requirement in one or more parts of the course. Failed results are:
- attendance <40% or
- exam <40% or
- a summative activity is missing or
- the business management report is missing

Objectives (course unit)

The student understands the whole life cycle of building information and product modeling and its benefits. The student knows and knows how to create and export a model produced in design until the construction site is completed. The student is able to make quantity lists, simulations and manage a project together with designers based on a data model.

Content (course unit)

BIM to improve the quality and efficiency of the construction process. Creating and utilizing the model in different ways. Structures, Quantity, Locations, Schedules, Purchasing, Logistics and Production Planning, and Model-Based Digital Documentation of Construction. Collision analysis from a composite model.

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

The student understands the whole life cycle of building information and product modeling and its benefits. The student knows and knows how to create and export a model produced in design until the construction site is completed. The student is able to make quantity lists, simulations and manage a project together with designers based on a data model.

Content (course unit)

BIM to improve the quality and efficiency of the construction process. Creating and utilizing the model in different ways. Structures, Quantity, Locations, Schedules, Purchasing, Logistics and Production Planning, and Model-Based Digital Documentation of Construction. Collision analysis from a composite model.

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

The student understands the whole life cycle of building information and product modeling and its benefits. The student knows and knows how to create and export a model produced in design until the construction site is completed. The student is able to make quantity lists, simulations and manage a project together with designers based on a data model.

Content (course unit)

BIM to improve the quality and efficiency of the construction process. Creating and utilizing the model in different ways. Structures, Quantity, Locations, Schedules, Purchasing, Logistics and Production Planning, and Model-Based Digital Documentation of Construction. Collision analysis from a composite model.

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

The student understands the whole life cycle of building information and product modeling and its benefits. The student knows and knows how to create and export a model produced in design until the construction site is completed. The student is able to make quantity lists, simulations and manage a project together with designers based on a data model.

Content (course unit)

BIM to improve the quality and efficiency of the construction process. Creating and utilizing the model in different ways. Structures, Quantity, Locations, Schedules, Purchasing, Logistics and Production Planning, and Model-Based Digital Documentation of Construction. Collision analysis from a composite model.

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

The student understands the whole life cycle of building information and product modeling and its benefits. The student knows and knows how to create and export a model produced in design until the construction site is completed. The student is able to make quantity lists, simulations and manage a project together with designers based on a data model.

Content (course unit)

BIM to improve the quality and efficiency of the construction process. Creating and utilizing the model in different ways. Structures, Quantity, Locations, Schedules, Purchasing, Logistics and Production Planning, and Model-Based Digital Documentation of Construction. Collision analysis from a composite model.

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

The student
can identify basic needs of the users and of the community which can be satisfied on building service systems
knows the basics of planning, construction and maintenance of heating, water, ventilation and electric techniques in buildings.
- can also read plans of building services engineering and identify devices mounted in buildings.
- is able to look for and to interpret the central sources of information such as regulations and instructions of the building service systems

Content (course unit)

Operating of HPVE systems and devices, various plans and symbols of building services engineering, legislation and orders of the authorities, basics of planning and construction of building services engineering in new building and renovation, operating and maintenance, energy efficiency and condition evaluation of HPVE systems.

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

The student is able to name the most important building systems and uses of a building. The student recognizes the main drawings of building design plans and interprets simple building design plans satisfactorily. The student identifies the main components of building systems. The student is able to name regulations concerning building systems.

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

The student is able to name the most common building systems in a building and describe their basic operating principles. The student will be able to interpret conventional building signs and designs. The student recognizes the most common components of building systems and the basic principles of their design and dimensioning. The student is able to name comprehensively regulations concerning building systems.

Assessment criteria, excellent (5) (course unit)

The student is able to name comprehensively the building systems of a building and describe their operating principles. The student is able to comprehensively interpret building design drawings and plans and is able to evaluate the energy efficiency of systems on a general level. The student thoroughly identifies the components of building systems and the basics of their design and dimensioning. The student is able to interpret the regulations concerning building systems.

Assessment scale

0-5

Objectives (course unit)

The student
can identify basic needs of the users and of the community which can be satisfied on building service systems
knows the basics of planning, construction and maintenance of heating, water, ventilation and electric techniques in buildings.
- can also read plans of building services engineering and identify devices mounted in buildings.
- is able to look for and to interpret the central sources of information such as regulations and instructions of the building service systems

Content (course unit)

Operating of HPVE systems and devices, various plans and symbols of building services engineering, legislation and orders of the authorities, basics of planning and construction of building services engineering in new building and renovation, operating and maintenance, energy efficiency and condition evaluation of HPVE systems.

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

The student is able to name the most important building systems and uses of a building. The student recognizes the main drawings of building design plans and interprets simple building design plans satisfactorily. The student identifies the main components of building systems. The student is able to name regulations concerning building systems.

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

The student is able to name the most common building systems in a building and describe their basic operating principles. The student will be able to interpret conventional building signs and designs. The student recognizes the most common components of building systems and the basic principles of their design and dimensioning. The student is able to name comprehensively regulations concerning building systems.

Assessment criteria, excellent (5) (course unit)

The student is able to name comprehensively the building systems of a building and describe their operating principles. The student is able to comprehensively interpret building design drawings and plans and is able to evaluate the energy efficiency of systems on a general level. The student thoroughly identifies the components of building systems and the basics of their design and dimensioning. The student is able to interpret the regulations concerning building systems.

Assessment scale

0-5

Objectives (course unit)

The student
can identify basic needs of the users and of the community which can be satisfied on building service systems
knows the basics of planning, construction and maintenance of heating, water, ventilation and electric techniques in buildings.
- can also read plans of building services engineering and identify devices mounted in buildings.
- is able to look for and to interpret the central sources of information such as regulations and instructions of the building service systems

Content (course unit)

Operating of HPVE systems and devices, various plans and symbols of building services engineering, legislation and orders of the authorities, basics of planning and construction of building services engineering in new building and renovation, operating and maintenance, energy efficiency and condition evaluation of HPVE systems.

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

The student is able to name the most important building systems and uses of a building. The student recognizes the main drawings of building design plans and interprets simple building design plans satisfactorily. The student identifies the main components of building systems. The student is able to name regulations concerning building systems.

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

The student is able to name the most common building systems in a building and describe their basic operating principles. The student will be able to interpret conventional building signs and designs. The student recognizes the most common components of building systems and the basic principles of their design and dimensioning. The student is able to name comprehensively regulations concerning building systems.

Assessment criteria, excellent (5) (course unit)

The student is able to name comprehensively the building systems of a building and describe their operating principles. The student is able to comprehensively interpret building design drawings and plans and is able to evaluate the energy efficiency of systems on a general level. The student thoroughly identifies the components of building systems and the basics of their design and dimensioning. The student is able to interpret the regulations concerning building systems.

Assessment scale

0-5

Objectives (course unit)

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

Content (course unit)

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

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

Student knows:
- basic laws of thermophysics, air humidity, electricity, oscillations and sound physics and how they are related to construction engineering.
- quantities and units used to describe the phenomena in the field of construction engineering.
- describe a real problem setting with the laws of physics, form equations and solve the required quantities.

Content (course unit)

Temperature, heat, heat transfer, thermal expansion, thermal stress, heat pumps, basics of electricity, humidity and capillarity, diffusion, oscillations, wave motion, sound physics, radioactivity and radon.

Prerequisites (course unit)

Mechanics

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

Student is able to use quantities and units. Sudent is able to solve problems which resemble those given as examples during the course or student needs guidance in problem solving.

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

In addition to previous, student is able to use the laws of physics to solve new problems and to justify the solution.

Assessment criteria, excellent (5) (course unit)

In addition to previous, student has a comprehensive understanding of the laws of physics in the field of building physic and fluent skill to analyze and solve even complicated problems and justify the solution.

Assessment scale

0-5

Objectives (course unit)

Student knows:
- basic laws of thermophysics, air humidity, electricity, oscillations and sound physics and how they are related to construction engineering.
- quantities and units used to describe the phenomena in the field of construction engineering.
- describe a real problem setting with the laws of physics, form equations and solve the required quantities.

Content (course unit)

Temperature, heat, heat transfer, thermal expansion, thermal stress, heat pumps, basics of electricity, humidity and capillarity, diffusion, oscillations, wave motion, sound physics, radioactivity and radon.

Prerequisites (course unit)

Mechanics

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

Student is able to use quantities and units. Sudent is able to solve problems which resemble those given as examples during the course or student needs guidance in problem solving.

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

In addition to previous, student is able to use the laws of physics to solve new problems and to justify the solution.

Assessment criteria, excellent (5) (course unit)

In addition to previous, student has a comprehensive understanding of the laws of physics in the field of building physic and fluent skill to analyze and solve even complicated problems and justify the solution.

Assessment scale

0-5

Objectives (course unit)

Student knows:
- basic laws of thermophysics, air humidity, electricity, oscillations and sound physics and how they are related to construction engineering.
- quantities and units used to describe the phenomena in the field of construction engineering.
- describe a real problem setting with the laws of physics, form equations and solve the required quantities.

Content (course unit)

Temperature, heat, heat transfer, thermal expansion, thermal stress, heat pumps, basics of electricity, humidity and capillarity, diffusion, oscillations, wave motion, sound physics, radioactivity and radon.

Prerequisites (course unit)

Mechanics

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

Student is able to use quantities and units. Sudent is able to solve problems which resemble those given as examples during the course or student needs guidance in problem solving.

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

In addition to previous, student is able to use the laws of physics to solve new problems and to justify the solution.

Assessment criteria, excellent (5) (course unit)

In addition to previous, student has a comprehensive understanding of the laws of physics in the field of building physic and fluent skill to analyze and solve even complicated problems and justify the solution.

Assessment scale

0-5

Objectives (course unit)

Student knows:
- basic laws of thermophysics, air humidity, electricity, oscillations and sound physics and how they are related to construction engineering.
- quantities and units used to describe the phenomena in the field of construction engineering.
- describe a real problem setting with the laws of physics, form equations and solve the required quantities.

Content (course unit)

Temperature, heat, heat transfer, thermal expansion, thermal stress, heat pumps, basics of electricity, humidity and capillarity, diffusion, oscillations, wave motion, sound physics, radioactivity and radon.

Prerequisites (course unit)

Mechanics

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

Student is able to use quantities and units. Sudent is able to solve problems which resemble those given as examples during the course or student needs guidance in problem solving.

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

In addition to previous, student is able to use the laws of physics to solve new problems and to justify the solution.

Assessment criteria, excellent (5) (course unit)

In addition to previous, student has a comprehensive understanding of the laws of physics in the field of building physic and fluent skill to analyze and solve even complicated problems and justify the solution.

Assessment scale

0-5

Objectives (course unit)

Student knows:
- basic laws of thermophysics, air humidity, electricity, oscillations and sound physics and how they are related to construction engineering.
- quantities and units used to describe the phenomena in the field of construction engineering.
- describe a real problem setting with the laws of physics, form equations and solve the required quantities.

Content (course unit)

Temperature, heat, heat transfer, thermal expansion, thermal stress, heat pumps, basics of electricity, humidity and capillarity, diffusion, oscillations, wave motion, sound physics, radioactivity and radon.

Prerequisites (course unit)

Mechanics

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

Student is able to use quantities and units. Sudent is able to solve problems which resemble those given as examples during the course or student needs guidance in problem solving.

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

In addition to previous, student is able to use the laws of physics to solve new problems and to justify the solution.

Assessment criteria, excellent (5) (course unit)

In addition to previous, student has a comprehensive understanding of the laws of physics in the field of building physic and fluent skill to analyze and solve even complicated problems and justify the solution.

Assessment scale

0-5

Objectives (course unit)

The student knows the general principles of structural design and knows the role of structural designer in a building project. The student knows the most common frame types and structural solutions of buildings. The student is able to determine the loads and load combinations on buildings and to understand the principle of structural security. The student knows the most common stiffening methods and understands the principles of stiffening of frame structures. The student knows the strength properties of the most important frame materials. The student is able to dimension the simplest concrete, wood and steel beams for bending and cutting in a fracture boundary space. He also knows the basics of buckling design. He understands the differences between fracture analysis and service limit state analysis. The student is familiar with the design markings used in structural design.

Content (course unit)

Basics and scope of structural design, laws and regulations, frame solutions and structural models, loads and load combining, structural reliability, structural properties of materials, basics of design of concrete, wood and steel structures and masonry structures, content of stiffening methods and stiffening principles,

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

The student knows the general principles of structural design and knows the role of structural designer in a building project. The student knows the most common frame types and structural solutions of buildings. The student is able to determine the loads and load combinations on buildings and to understand the principle of structural security. The student knows the most common stiffening methods and understands the principles of stiffening of frame structures. The student knows the strength properties of the most important frame materials. The student is able to dimension the simplest concrete, wood and steel beams for bending and cutting in a fracture boundary space. He also knows the basics of buckling design. He understands the differences between fracture analysis and service limit state analysis. The student is familiar with the design markings used in structural design.

Content (course unit)

Basics and scope of structural design, laws and regulations, frame solutions and structural models, loads and load combining, structural reliability, structural properties of materials, basics of design of concrete, wood and steel structures and masonry structures, content of stiffening methods and stiffening principles,

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

The student knows the general principles of structural design and knows the role of structural designer in a building project. The student knows the most common frame types and structural solutions of buildings. The student is able to determine the loads and load combinations on buildings and to understand the principle of structural security. The student knows the most common stiffening methods and understands the principles of stiffening of frame structures. The student knows the strength properties of the most important frame materials. The student is able to dimension the simplest concrete, wood and steel beams for bending and cutting in a fracture boundary space. He also knows the basics of buckling design. He understands the differences between fracture analysis and service limit state analysis. The student is familiar with the design markings used in structural design.

Content (course unit)

Basics and scope of structural design, laws and regulations, frame solutions and structural models, loads and load combining, structural reliability, structural properties of materials, basics of design of concrete, wood and steel structures and masonry structures, content of stiffening methods and stiffening principles,

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

The student knows the general principles of structural design and knows the role of structural designer in a building project. The student knows the most common frame types and structural solutions of buildings. The student is able to determine the loads and load combinations on buildings and to understand the principle of structural security. The student knows the most common stiffening methods and understands the principles of stiffening of frame structures. The student knows the strength properties of the most important frame materials. The student is able to dimension the simplest concrete, wood and steel beams for bending and cutting in a fracture boundary space. He also knows the basics of buckling design. He understands the differences between fracture analysis and service limit state analysis. The student is familiar with the design markings used in structural design.

Content (course unit)

Basics and scope of structural design, laws and regulations, frame solutions and structural models, loads and load combining, structural reliability, structural properties of materials, basics of design of concrete, wood and steel structures and masonry structures, content of stiffening methods and stiffening principles,

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

The student knows the basic knowledge of real estate and construction and its importance in the national economy. The student gets an overview of the different parts of the construction industry, legislation, companies and organizations. The foundation of his growth as a real estate and construction player will be strengthened.

The student will be able to use the basic software needed for the studies and to produce documents with them, and will learn to use TAMK's information network services. The student learns to search independently for relevant literature.

Content (course unit)

Orientation week program and familiarization with vocational studies.

Development of the construction industry in Finland and internationally. Importance of the real estate and construction cluster as the basis of well-being. Familiarize yourself with the sources of information in the construction industry and with the Land Use and Building Act and Decree. Familiarize yourself with the current construction site and its documents by workgroups.

Use of TAMK web services, security, computer structure, data networks and communications, book exam, lesson exercises, homework, style usage, SFS document standard layout, image and other content insertion and layout, header and table, tables, page settings, spell checking, hyphenation and language, spreadsheet (MS Excel), basic formulas, operator usage, print settings, layout, graphs, trend line, regression line, macros, buttons and combo box, copying and OLE Word and Excel, presentation graphics (MS PowerPoint), simple presentation, basic and title style , slide structure, image insertion and layout, PDF (Adobe Acrobat and Reader).

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

The student knows the basic knowledge of real estate and construction and its importance in the national economy. The student gets an overview of the different parts of the construction industry, legislation, companies and organizations. The foundation of his growth as a real estate and construction player will be strengthened.

The student will be able to use the basic software needed for the studies and to produce documents with them, and will learn to use TAMK's information network services. The student learns to search independently for relevant literature.

Content (course unit)

Orientation week program and familiarization with vocational studies.

Development of the construction industry in Finland and internationally. Importance of the real estate and construction cluster as the basis of well-being. Familiarize yourself with the sources of information in the construction industry and with the Land Use and Building Act and Decree. Familiarize yourself with the current construction site and its documents by workgroups.

Use of TAMK web services, security, computer structure, data networks and communications, book exam, lesson exercises, homework, style usage, SFS document standard layout, image and other content insertion and layout, header and table, tables, page settings, spell checking, hyphenation and language, spreadsheet (MS Excel), basic formulas, operator usage, print settings, layout, graphs, trend line, regression line, macros, buttons and combo box, copying and OLE Word and Excel, presentation graphics (MS PowerPoint), simple presentation, basic and title style , slide structure, image insertion and layout, PDF (Adobe Acrobat and Reader).

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

The student knows the basic knowledge of real estate and construction and its importance in the national economy. The student gets an overview of the different parts of the construction industry, legislation, companies and organizations. The foundation of his growth as a real estate and construction player will be strengthened.

The student will be able to use the basic software needed for the studies and to produce documents with them, and will learn to use TAMK's information network services. The student learns to search independently for relevant literature.

Content (course unit)

Orientation week program and familiarization with vocational studies.

Development of the construction industry in Finland and internationally. Importance of the real estate and construction cluster as the basis of well-being. Familiarize yourself with the sources of information in the construction industry and with the Land Use and Building Act and Decree. Familiarize yourself with the current construction site and its documents by workgroups.

Use of TAMK web services, security, computer structure, data networks and communications, book exam, lesson exercises, homework, style usage, SFS document standard layout, image and other content insertion and layout, header and table, tables, page settings, spell checking, hyphenation and language, spreadsheet (MS Excel), basic formulas, operator usage, print settings, layout, graphs, trend line, regression line, macros, buttons and combo box, copying and OLE Word and Excel, presentation graphics (MS PowerPoint), simple presentation, basic and title style , slide structure, image insertion and layout, PDF (Adobe Acrobat and Reader).

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

The student knows the basic knowledge of real estate and construction and its importance in the national economy. The student gets an overview of the different parts of the construction industry, legislation, companies and organizations. The foundation of his growth as a real estate and construction player will be strengthened.

The student will be able to use the basic software needed for the studies and to produce documents with them, and will learn to use TAMK's information network services. The student learns to search independently for relevant literature.

Content (course unit)

Orientation week program and familiarization with vocational studies.

Development of the construction industry in Finland and internationally. Importance of the real estate and construction cluster as the basis of well-being. Familiarize yourself with the sources of information in the construction industry and with the Land Use and Building Act and Decree. Familiarize yourself with the current construction site and its documents by workgroups.

Use of TAMK web services, security, computer structure, data networks and communications, book exam, lesson exercises, homework, style usage, SFS document standard layout, image and other content insertion and layout, header and table, tables, page settings, spell checking, hyphenation and language, spreadsheet (MS Excel), basic formulas, operator usage, print settings, layout, graphs, trend line, regression line, macros, buttons and combo box, copying and OLE Word and Excel, presentation graphics (MS PowerPoint), simple presentation, basic and title style , slide structure, image insertion and layout, PDF (Adobe Acrobat and Reader).

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

The students learn the basics of environmental engineering and technology and become familiar with the related objectives and problems.

Content (course unit)

Waste management, noise control, groundwater protection, contamination and renovation, soil contamination and renovation and renovation of water ways.

Sewage treatment processes, sludge treatment and plant monitoring. Importance of water supply for the environment and society, as well as maintenance and renovation work.

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

After completing the course the student knows the main structures used in small houses and their properties. He / she is able to choose the appropriate structures suitable for the object and modify them.
Detail design plays an important role. The details made must be of high quality and reasonably constructed and meet the requirements of eg Dry Chain10.
The student is familiar with the concepts of fire regulations and their use and can apply the requirements of fire regulations in the design of a P3 class building.
The student knows the requirements for building and maintenance safety and is able to take them into account in his / her work.

Content (course unit)

Finishing systems
• detached houses
single-family houses
• Types and methods of foundation and drying of foundations
• Underfloor: ground and ventilated
• Floor Structures
• types and joints of the outer casing: wooden buildings (frame, CLT), ingot buildings, etc.
• prefabricated wooden houses
Roofs
• Steep outward drains
• steel: molded and seamed
• brick: concrete brick, ceramic brick
• felt: felt plate and sealing seam
Windows and doors
system of measurement
Fire regulations and fire design P3 class buildings
Operational and Maintenance Safety (1007/2017 Ministry of the Environment Decree on Building Operational Safety)
Detaljisuunnitteluharjoitus

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

After completing the course the student knows the main structures used in small houses and their properties. He / she is able to choose the appropriate structures suitable for the object and modify them.
Detail design plays an important role. The details made must be of high quality and reasonably constructed and meet the requirements of eg Dry Chain10.
The student is familiar with the concepts of fire regulations and their use and can apply the requirements of fire regulations in the design of a P3 class building.
The student knows the requirements for building and maintenance safety and is able to take them into account in his / her work.

Content (course unit)

Finishing systems
• detached houses
single-family houses
• Types and methods of foundation and drying of foundations
• Underfloor: ground and ventilated
• Floor Structures
• types and joints of the outer casing: wooden buildings (frame, CLT), ingot buildings, etc.
• prefabricated wooden houses
Roofs
• Steep outward drains
• steel: molded and seamed
• brick: concrete brick, ceramic brick
• felt: felt plate and sealing seam
Windows and doors
system of measurement
Fire regulations and fire design P3 class buildings
Operational and Maintenance Safety (1007/2017 Ministry of the Environment Decree on Building Operational Safety)
Detaljisuunnitteluharjoitus

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

After completing the course the student knows the main structures used in small houses and their properties. He / she is able to choose the appropriate structures suitable for the object and modify them.
Detail design plays an important role. The details made must be of high quality and reasonably constructed and meet the requirements of eg Dry Chain10.
The student is familiar with the concepts of fire regulations and their use and can apply the requirements of fire regulations in the design of a P3 class building.
The student knows the requirements for building and maintenance safety and is able to take them into account in his / her work.

Content (course unit)

Finishing systems
• detached houses
single-family houses
• Types and methods of foundation and drying of foundations
• Underfloor: ground and ventilated
• Floor Structures
• types and joints of the outer casing: wooden buildings (frame, CLT), ingot buildings, etc.
• prefabricated wooden houses
Roofs
• Steep outward drains
• steel: molded and seamed
• brick: concrete brick, ceramic brick
• felt: felt plate and sealing seam
Windows and doors
system of measurement
Fire regulations and fire design P3 class buildings
Operational and Maintenance Safety (1007/2017 Ministry of the Environment Decree on Building Operational Safety)
Detaljisuunnitteluharjoitus

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

After completing the course the student knows the main structures used in small houses and their properties. He / she is able to choose the appropriate structures suitable for the object and modify them.
Detail design plays an important role. The details made must be of high quality and reasonably constructed and meet the requirements of eg Dry Chain10.
The student is familiar with the concepts of fire regulations and their use and can apply the requirements of fire regulations in the design of a P3 class building.
The student knows the requirements for building and maintenance safety and is able to take them into account in his / her work.

Content (course unit)

Finishing systems
• detached houses
single-family houses
• Types and methods of foundation and drying of foundations
• Underfloor: ground and ventilated
• Floor Structures
• types and joints of the outer casing: wooden buildings (frame, CLT), ingot buildings, etc.
• prefabricated wooden houses
Roofs
• Steep outward drains
• steel: molded and seamed
• brick: concrete brick, ceramic brick
• felt: felt plate and sealing seam
Windows and doors
system of measurement
Fire regulations and fire design P3 class buildings
Operational and Maintenance Safety (1007/2017 Ministry of the Environment Decree on Building Operational Safety)
Detaljisuunnitteluharjoitus

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Location and time

According to the order of lessons and the schedule found in TUNI Moodle.

Exam schedules

Let's agree at the beginning of the study period.

Assessment methods and criteria

TAMK's general assessment criteria are followed, supplemented by the following.
Grade 0 - 5 according to skill level.
At least 60% attendance in local/distance learning classes is required.
The exam must be taken at the time specified for the class. Failure to participate in the exam is considered a failed exam unless the student has an acceptable reason for this.

Assessment scale

0-5

Teaching methods

Local/distance teaching, independent exercises and learning using online material, group work presentations, peer assessment, cooperative learning, exam.

Learning materials

Material, literature and other references stored in digital form in TUNI Moodle. RT instruction cards and websites of material manufacturers as support material.

Student workload

The scope of the course is 5 credits. The student's workload is approximately 27 h / credit.

Content scheduling

RT cards as a data source.
Stresses on buildings.
Properties of wood as a building material. The development of the post-frame house and the current post-frame house. Prefabricated prefab and prefabricated houses.
Properties of bricks and blocks as a building material. Basics of masonry work, limitations and dimensioning. Plaster.
The most common ways to set up a small house.
The upper floors and water roofs of the small house.
Thermal insulation and U-value determination.
Principles of moisture behavior.
Windows and doors.
Fire and operational safety.

Completion alternatives

Is not.

Practical training and working life cooperation

Visiting lectures by material and product manufacturers, if possible.

International connections

International exchange teachers whenever possible.

Further information

Prerequisites: No prerequisites
Learning objectives: In the course you will learn to know building materials, the basics of work technology and quality requirements. High-quality construction supports sustainable development.
1. The student knows the main, technical properties of the building materials of the implementation
2. The student will feel the structures of the shell of a small house, from the foundation to the water roof
3. The student knows quality requirements and quality assurance

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

A lot of absences, activity in lectures and performance of tasks is weak. The student does not understand the basics of the structures of a small house and its building materials. Competence in practice tasks and exams is very lacking. It can be seen from the whole that the issues discussed in the course have not been familiarized at all.

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

The student has a weak understanding of the structures of a small house and the properties of building materials, quality factors. Clear deficiencies in exam skills.

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

The student outlines the structures of a small house and the properties of the related building materials. Illustrates the quality factors of construction, devotes himself to practice work and demonstrates good competence in the exam.

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

The student comprehensively understands the structures of a small house, the properties of building materials and quality factors. The student devotes himself deeply to the exercises and actively applies what he has learned to them. Demonstrates commendable competence in the exam.

Objectives (course unit)

After completing the course, the student will be familiar with the basic concepts of statics, free images of structures,
support reactions, equations of equation, stresses and their resultant and effects. The student understands what different forms of exertion mean. The student is familiar with statically defined structures and can determine their stress patterns and dimensioning stresses. He / she is able to calculate and draw the stresses of a continuous beam and a simple circumferential structure by means of tables and diagrams and understands the effect of moving load on static quantities.

Content (course unit)

Basic concepts of statics, basic laws of mechanics and force vector. The force acting on the particle
resultant and components and particle balance. The rigid body's power system
reduction, load types, support methods, structure model, balance, support reactions and strain patterns.
Simple beams, pivot beams, beam structures, pivot mechanisms, strain patterns. Continuous beams, simple circles and arches. Grids and rope structures.

Exercise.

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

After completing the course, the student will be familiar with the basic concepts of statics, free images of structures,
support reactions, equations of equation, stresses and their resultant and effects. The student understands what different forms of exertion mean. The student is familiar with statically defined structures and can determine their stress patterns and dimensioning stresses. He / she is able to calculate and draw the stresses of a continuous beam and a simple circumferential structure by means of tables and diagrams and understands the effect of moving load on static quantities.

Content (course unit)

Basic concepts of statics, basic laws of mechanics and force vector. The force acting on the particle
resultant and components and particle balance. The rigid body's power system
reduction, load types, support methods, structure model, balance, support reactions and strain patterns.
Simple beams, pivot beams, beam structures, pivot mechanisms, strain patterns. Continuous beams, simple circles and arches. Grids and rope structures.

Exercise.

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

After completing the course, the student will be familiar with the basic concepts of statics, free images of structures,
support reactions, equations of equation, stresses and their resultant and effects. The student understands what different forms of exertion mean. The student is familiar with statically defined structures and can determine their stress patterns and dimensioning stresses. He / she is able to calculate and draw the stresses of a continuous beam and a simple circumferential structure by means of tables and diagrams and understands the effect of moving load on static quantities.

Content (course unit)

Basic concepts of statics, basic laws of mechanics and force vector. The force acting on the particle
resultant and components and particle balance. The rigid body's power system
reduction, load types, support methods, structure model, balance, support reactions and strain patterns.
Simple beams, pivot beams, beam structures, pivot mechanisms, strain patterns. Continuous beams, simple circles and arches. Grids and rope structures.

Exercise.

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

After completing the course, the student will be familiar with the basic concepts of statics, free images of structures,
support reactions, equations of equation, stresses and their resultant and effects. The student understands what different forms of exertion mean. The student is familiar with statically defined structures and can determine their stress patterns and dimensioning stresses. He / she is able to calculate and draw the stresses of a continuous beam and a simple circumferential structure by means of tables and diagrams and understands the effect of moving load on static quantities.

Content (course unit)

Basic concepts of statics, basic laws of mechanics and force vector. The force acting on the particle
resultant and components and particle balance. The rigid body's power system
reduction, load types, support methods, structure model, balance, support reactions and strain patterns.
Simple beams, pivot beams, beam structures, pivot mechanisms, strain patterns. Continuous beams, simple circles and arches. Grids and rope structures.

Exercise.

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

After completing the course, the student will be familiar with the basic concepts of statics, free images of structures,
support reactions, equations of equation, stresses and their resultant and effects. The student understands what different forms of exertion mean. The student is familiar with statically defined structures and can determine their stress patterns and dimensioning stresses. He / she is able to calculate and draw the stresses of a continuous beam and a simple circumferential structure by means of tables and diagrams and understands the effect of moving load on static quantities.

Content (course unit)

Basic concepts of statics, basic laws of mechanics and force vector. The force acting on the particle
resultant and components and particle balance. The rigid body's power system
reduction, load types, support methods, structure model, balance, support reactions and strain patterns.
Simple beams, pivot beams, beam structures, pivot mechanisms, strain patterns. Continuous beams, simple circles and arches. Grids and rope structures.

Exercise.

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

The students learn foundation and measuring systems and the different parts of a buildings surface and supporting structures so that they can draw the basic structure types and simple joints. The course forms the basis for further study.

Content (course unit)

Finishing systems
• residential multi-storey buildings
• non-residential buildings
• industrial buildings
Buildings take into account both local construction and prefabricated construction.
Apartment buildings
• Underfloor: ground and ventilated
• types and joints of the outer casing: concrete buildings, large wooden buildings.
• Floor Structures
• balconies
• stairs
Commercial and industrial buildings
• types and joints of the outer casing: concrete buildings, wooden buildings, etc.
Ceiling ceilings and traffic levels
• created inwardly drained structures
• Traffic ceilings
• green roofs
Air-raid shelters
Fire regulations and fire design P1 and P2 buildings
Wet rooms (if students do not have the course Surface treatment and cladding)
building Reports

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

The students learn foundation and measuring systems and the different parts of a buildings surface and supporting structures so that they can draw the basic structure types and simple joints. The course forms the basis for further study.

Content (course unit)

Finishing systems
• residential multi-storey buildings
• non-residential buildings
• industrial buildings
Buildings take into account both local construction and prefabricated construction.
Apartment buildings
• Underfloor: ground and ventilated
• types and joints of the outer casing: concrete buildings, large wooden buildings.
• Floor Structures
• balconies
• stairs
Commercial and industrial buildings
• types and joints of the outer casing: concrete buildings, wooden buildings, etc.
Ceiling ceilings and traffic levels
• created inwardly drained structures
• Traffic ceilings
• green roofs
Air-raid shelters
Fire regulations and fire design P1 and P2 buildings
Wet rooms (if students do not have the course Surface treatment and cladding)
building Reports

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

The students learn foundation and measuring systems and the different parts of a buildings surface and supporting structures so that they can draw the basic structure types and simple joints. The course forms the basis for further study.

Content (course unit)

Finishing systems
• residential multi-storey buildings
• non-residential buildings
• industrial buildings
Buildings take into account both local construction and prefabricated construction.
Apartment buildings
• Underfloor: ground and ventilated
• types and joints of the outer casing: concrete buildings, large wooden buildings.
• Floor Structures
• balconies
• stairs
Commercial and industrial buildings
• types and joints of the outer casing: concrete buildings, wooden buildings, etc.
Ceiling ceilings and traffic levels
• created inwardly drained structures
• Traffic ceilings
• green roofs
Air-raid shelters
Fire regulations and fire design P1 and P2 buildings
Wet rooms (if students do not have the course Surface treatment and cladding)
building Reports

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

The students familiarise themselves with the technical implementation of construction design, and learn about different types of building types and how they fit their environment. The students are able to include construction desing into a building construction project and understand the basics of architectural design.

Content (course unit)

The progress and position of architectural design in the design organisation. The qualifications of designers. Main designer. Choosing designers. Documents and their tasks. Permits, construction permit – documents and permit procedure. Interpreting plans, permitted building volume calculations. Construction design legislations. Orders and instructions. Exits. Taking handicapped and the elderly into account when designing. Width calculations. Basic of flat design (flats, room spaces etc.). Life cycle and senior housing. Types of buildings (single-family houses, blocks of flats). Changes in usage, modernisations. The relationship between the building and its environment, architectural quality of the façade and city image. Complementary building. Different types of buildings and their possibilities (markets, schools, day-care centres, office buildings, residence for the elderly, health care centres etc.)

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment methods and criteria

TAMK's general evaluation criteria is followed.

Assessment scale

0-5

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

Activity in lectures and assignments is weak. The performances are superficial in the exercises. From the whole, it can be seen that the issues discussed have not been studied at all.

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

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

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

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

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

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

Objectives (course unit)

The students familiarise themselves with the technical implementation of construction design, and learn about different types of building types and how they fit their environment. The students are able to include construction desing into a building construction project and understand the basics of architectural design.

Content (course unit)

The progress and position of architectural design in the design organisation. The qualifications of designers. Main designer. Choosing designers. Documents and their tasks. Permits, construction permit – documents and permit procedure. Interpreting plans, permitted building volume calculations. Construction design legislations. Orders and instructions. Exits. Taking handicapped and the elderly into account when designing. Width calculations. Basic of flat design (flats, room spaces etc.). Life cycle and senior housing. Types of buildings (single-family houses, blocks of flats). Changes in usage, modernisations. The relationship between the building and its environment, architectural quality of the façade and city image. Complementary building. Different types of buildings and their possibilities (markets, schools, day-care centres, office buildings, residence for the elderly, health care centres etc.)

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Location and time

According to the reading schedule and TUNI Moodle.

Exam schedules

Let's agree at the beginning of the study period.

Assessment methods and criteria

TAMK's general evaluation criteria are followed.

Assessment scale

0-5

Teaching methods

Face-to-face teaching, design assignments carried out individually or in pairs using AC design programs, exam.

Learning materials

Moodle lecture material, RT cards and websites are used as learning material.

Student workload

Face-to-face teaching + independent / pair work. The scope of the course is 4 credits, the student's workload is about 27 h / credit.

Content scheduling

Progress of the design project. Architect and chief designer in a design organization. Qualification of designers. Designers' Choice. Design documents. Interpretation of the formula, building right calculations. Laws, regulations and instructions concerning building design. Design for the needs of people with reduced mobility. Scope concepts. Basics of apartment and yard planning. Various public buildings as possible.

Completion alternatives

Is not.

Practical training and working life cooperation

Guest lecturers and site visits where possible.

International connections

Lectures by international exchange teachers whenever possible.

Further information

Study course materials in TUNI Moodle.

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

Activity in lectures and assignments is weak. Lots of absences. Performances in practice tasks are superficial. It can be seen from the whole that there has been no familiarity with the issues discussed at all.

Objectives (course unit)

The students familiarise themselves with the technical implementation of construction design, and learn about different types of building types and how they fit their environment. The students are able to include construction desing into a building construction project and understand the basics of architectural design.

Content (course unit)

The progress and position of architectural design in the design organisation. The qualifications of designers. Main designer. Choosing designers. Documents and their tasks. Permits, construction permit – documents and permit procedure. Interpreting plans, permitted building volume calculations. Construction design legislations. Orders and instructions. Exits. Taking handicapped and the elderly into account when designing. Width calculations. Basic of flat design (flats, room spaces etc.). Life cycle and senior housing. Types of buildings (single-family houses, blocks of flats). Changes in usage, modernisations. The relationship between the building and its environment, architectural quality of the façade and city image. Complementary building. Different types of buildings and their possibilities (markets, schools, day-care centres, office buildings, residence for the elderly, health care centres etc.)

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Location and time

According to the reading schedule and TUNI Moodle.

Exam schedules

Let's agree at the beginning of the study period.

Assessment methods and criteria

TAMK's general evaluation criteria are followed.

Assessment scale

0-5

Teaching methods

Face-to-face teaching, design assignments carried out individually or in pairs using AC design programs, exam.

Learning materials

Moodle lecture material, RT cards and websites are used as learning material.

Student workload

Face-to-face teaching + independent / pair work. The scope of the course is 4 credits, the student's workload is about 27 h / credit.

Content scheduling

Progress of the design project. Architect and chief designer in a design organization. Qualification of designers. Designers' Choice. Design documents. Interpretation of the formula, building right calculations. Laws, regulations and instructions concerning building design. Design for the needs of people with reduced mobility. Scope concepts. Basics of apartment and yard planning. Various public buildings as possible.

Completion alternatives

Is not.

Practical training and working life cooperation

Guest lecturers and site visits where possible.

International connections

Lectures by international exchange teachers whenever possible.

Further information

Study course materials in TUNI Moodle.

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

Activity in lectures and assignments is weak. Lots of absences. Performances in practice tasks are superficial. It can be seen from the whole that there has been no familiarity with the issues discussed at all.

Objectives (course unit)

The student is able to calculate heat transfer and factors affecting the energy efficiency of a building and structures by calculations.
The student is able to estimate the moisture loads of a building and structures and is able to use calculations to examine the moisture transfer in structures. The student understands the basics of thermal and humidity engineering and design of basic structures. The student understands the steps and significance of the building moisture management process.
The student knows the indirect risk factors of humidity for health as well as other central factors affecting indoor air quality.
The student understands the basics of the sound engineering of structures.
The student is familiar with building physical measurement methods.

Content (course unit)

Forms of heat transfer.
Thermal and moisture technical properties of materials.
Calculation of U-values ​​of structures and equalization calculation of a building.
Basics of E-number calculation.
Forms of moisture transfer and moisture loads.
Evaluation of wetting and drying of structures.
Thermal and humidity engineering of structures.
Humidity and temperature distributions of structures.
Principles of thermal and moisture engineering design of structures.
Moisture management at different stages of the project.
Airflow control and the importance of jacket airtightness.
Physical measurement methods for structures and spaces.
Factors affecting the indoor air quality of a building.
Fundamentals of building sound technology (airborne sound insulation, step sound insulation, facade sound insulation, basics of room acoustics, basics of noise control).
Key industry regulations and guidelines.
Lesson exercises and assignment.

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

The student has a lot of absences. Activity in contact hours and task performance is weak.
The student has difficulties in perceiving the basic ideas of the topic and therefore it is difficult to apply what has been learned to practical work. In the performance of the tasks, the reasoning is fickle and there are shortcomings in the previously learned knowledge. The documentation of the tasks is modest.

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

The student has few absences. Activity during contact hours and tasks is good.
The work progresses consistently during the course. The student outlines the basic ideas of the topic of the course and is able to apply what he / she has learned to the practical work and is able to explain the reasons and consequences of the choices made in professional performance. The documentation of the tasks is of a standard level.

Assessment criteria, excellent (5) (course unit)

The student has actively and constructively participated in the teaching.
The student perceives the things taught in the course as well as previously learned and is able to apply what he / she has learned in a versatile and creative way to practical work. The student is able to explain and justify expertly and professionally the reasons and consequences of the choices made in the performance of the tasks. The documentation of the tasks is professional.

Assessment scale

0-5

Objectives (course unit)

The student is able to calculate heat transfer and factors affecting the energy efficiency of a building and structures by calculations.
The student is able to estimate the moisture loads of a building and structures and is able to use calculations to examine the moisture transfer in structures. The student understands the basics of thermal and humidity engineering and design of basic structures. The student understands the steps and significance of the building moisture management process.
The student knows the indirect risk factors of humidity for health as well as other central factors affecting indoor air quality.
The student understands the basics of the sound engineering of structures.
The student is familiar with building physical measurement methods.

Content (course unit)

Forms of heat transfer.
Thermal and moisture technical properties of materials.
Calculation of U-values ​​of structures and equalization calculation of a building.
Basics of E-number calculation.
Forms of moisture transfer and moisture loads.
Evaluation of wetting and drying of structures.
Thermal and humidity engineering of structures.
Humidity and temperature distributions of structures.
Principles of thermal and moisture engineering design of structures.
Moisture management at different stages of the project.
Airflow control and the importance of jacket airtightness.
Physical measurement methods for structures and spaces.
Factors affecting the indoor air quality of a building.
Fundamentals of building sound technology (airborne sound insulation, step sound insulation, facade sound insulation, basics of room acoustics, basics of noise control).
Key industry regulations and guidelines.
Lesson exercises and assignment.

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

The student has a lot of absences. Activity in contact hours and task performance is weak.
The student has difficulties in perceiving the basic ideas of the topic and therefore it is difficult to apply what has been learned to practical work. In the performance of the tasks, the reasoning is fickle and there are shortcomings in the previously learned knowledge. The documentation of the tasks is modest.

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

The student has few absences. Activity during contact hours and tasks is good.
The work progresses consistently during the course. The student outlines the basic ideas of the topic of the course and is able to apply what he / she has learned to the practical work and is able to explain the reasons and consequences of the choices made in professional performance. The documentation of the tasks is of a standard level.

Assessment criteria, excellent (5) (course unit)

The student has actively and constructively participated in the teaching.
The student perceives the things taught in the course as well as previously learned and is able to apply what he / she has learned in a versatile and creative way to practical work. The student is able to explain and justify expertly and professionally the reasons and consequences of the choices made in the performance of the tasks. The documentation of the tasks is professional.

Assessment scale

0-5

Objectives (course unit)

The students learn to understand the use of numerical methods in structural mechanics and the basis of matrix operations used. They can formulate elements of simple truss, beam and frame, their stiffness matrixes and solve basic matrix equations of structure. The students are able to analyze steel structures by using 3D computer programs.

Content (course unit)

Introduction to the finite element method (FEM). Different element types and coordinate systems used in structures. Truss, beam and plane frame analysis using the stiffness method. Matrix algebra for structural analysis, basic operations. Modelling, loading and analyzing steel structure by using computer program.

Prerequisites (course unit)

The student has completed courses Structural Mechanics 5 cr, Basics of Statics 5 cr and Structural Mechanics and Methods 5 cr or has equivalent knowledge.

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

The students learn to plan and carry out condition evaluation of concrete facades and balconies.

Content (course unit)

The project, which is carried out as small group work, includes the condition study, repair planning and construction documents for the actual site, a cost calculation from the documents produced by the other group, and a presentation of the results to the repair site representative.

Prerequisites (course unit)

Admission to the course requires the passing of an examination at the beginning of the course. The material for the examination will be the BY 42 Concrete Facade Fitness Survey (current publication) and other separately designated material.

Further information (course unit)

Teaching methods: Project work, exam is held if necessary.
Language of instruction: Finnish.

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

The project team has not worked professionally, the materials contained in the documents produced by the team have not been made and do not fully meet the basic professional requirements.

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

The project team has worked professionally and the contents of the documents produced by the team meet the basic professional requirements.

Assessment criteria, excellent (5) (course unit)

The project team has worked with high quality and professionalism. Credits meet
professional requirements and are of high quality.

Assessment scale

0-5

Objectives (course unit)

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

Content (course unit)

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

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

The student knows how to make concrete and knows the basic properties and is familiar with the usual use of concrete.

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

In addition to the above, the student will be able to choose from the various options the most appropriate concrete quality and implementation method.

Assessment criteria, excellent (5) (course unit)

In addition to the above, the student has a comprehensive understanding of the course and has a broad understanding of the material properties and use in all situations.

Assessment scale

0-5

Objectives (course unit)

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

Content (course unit)

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

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

The student knows how to make concrete and knows the basic properties and is familiar with the usual use of concrete.

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

In addition to the above, the student will be able to choose from the various options the most appropriate concrete quality and implementation method.

Assessment criteria, excellent (5) (course unit)

In addition to the above, the student has a comprehensive understanding of the course and has a broad understanding of the material properties and use in all situations.

Assessment scale

0-5

Assessment scale

0-5

Objectives (course unit)

The student knows the construction stages of a conventional construction site and the production methods involved. They will be able to use general job planning files in the industry and use them to make site-specific production plans. The student is able to design and select production methods and construction machines suitable for work phases, taking into account productivity and occupational safety aspects.

Content (course unit)

Site construction, construction and foundation phase, frame and supplementary component phase and interior fabrication phase. Design of production methods for the construction stages. Comparison and selection of work methods for work types based on production files. Uses and selection criteria for construction machinery and equipment. Occupational safety management at the construction site.

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

The student recognizes the stages of construction of a conventional construction site. He recognizes site-specific production plans. The student is able to retrieve information from generalized production files and use them to design individual tasks.

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

In addition to the above, the student is familiar with the production methods of assignments related to construction stages. He / she can use industry information sources and, under his / her guidance, draw up key site-specific production plans (eg area plan, element installation plan)

Assessment criteria, excellent (5) (course unit)

In addition to the above, you will be able to retrieve source information from general sources and make techno-economical calculations based on them, to explore alternative production methods and to choose the right methods, equipment and resources for each task, taking into account productivity, safety and quality.

Assessment scale

0-5

Objectives (course unit)

The student knows the construction stages of a conventional construction site and the production methods involved. They will be able to use general job planning files in the industry and use them to make site-specific production plans. The student is able to design and select production methods and construction machines suitable for work phases, taking into account productivity and occupational safety aspects.

Content (course unit)

Site construction, construction and foundation phase, frame and supplementary component phase and interior fabrication phase. Design of production methods for the construction stages. Comparison and selection of work methods for work types based on production files. Uses and selection criteria for construction machinery and equipment. Occupational safety management at the construction site.

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

The student recognizes the stages of construction of a conventional construction site. He recognizes site-specific production plans. The student is able to retrieve information from generalized production files and use them to design individual tasks.

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

In addition to the above, the student is familiar with the production methods of assignments related to construction stages. He / she can use industry information sources and, under his / her guidance, draw up key site-specific production plans (eg area plan, element installation plan)

Assessment criteria, excellent (5) (course unit)

In addition to the above, you will be able to retrieve source information from general sources and make techno-economical calculations based on them, to explore alternative production methods and to choose the right methods, equipment and resources for each task, taking into account productivity, safety and quality.

Assessment scale

0-5

Objectives (course unit)

The student knows the construction stages of a conventional construction site and the production methods involved. They will be able to use general job planning files in the industry and use them to make site-specific production plans. The student is able to design and select production methods and construction machines suitable for work phases, taking into account productivity and occupational safety aspects.

Content (course unit)

Site construction, construction and foundation phase, frame and supplementary component phase and interior fabrication phase. Design of production methods for the construction stages. Comparison and selection of work methods for work types based on production files. Uses and selection criteria for construction machinery and equipment. Occupational safety management at the construction site.

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

The student recognizes the stages of construction of a conventional construction site. He recognizes site-specific production plans. The student is able to retrieve information from generalized production files and use them to design individual tasks.

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

In addition to the above, the student is familiar with the production methods of assignments related to construction stages. He / she can use industry information sources and, under his / her guidance, draw up key site-specific production plans (eg area plan, element installation plan)

Assessment criteria, excellent (5) (course unit)

In addition to the above, you will be able to retrieve source information from general sources and make techno-economical calculations based on them, to explore alternative production methods and to choose the right methods, equipment and resources for each task, taking into account productivity, safety and quality.

Assessment scale

0-5

Objectives (course unit)

The student knows the construction stages of a conventional construction site and the production methods involved. They will be able to use general job planning files in the industry and use them to make site-specific production plans. The student is able to design and select production methods and construction machines suitable for work phases, taking into account productivity and occupational safety aspects.

Content (course unit)

Site construction, construction and foundation phase, frame and supplementary component phase and interior fabrication phase. Design of production methods for the construction stages. Comparison and selection of work methods for work types based on production files. Uses and selection criteria for construction machinery and equipment. Occupational safety management at the construction site.

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

The student recognizes the stages of construction of a conventional construction site. He recognizes site-specific production plans. The student is able to retrieve information from generalized production files and use them to design individual tasks.

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

In addition to the above, the student is familiar with the production methods of assignments related to construction stages. He / she can use industry information sources and, under his / her guidance, draw up key site-specific production plans (eg area plan, element installation plan)

Assessment criteria, excellent (5) (course unit)

In addition to the above, you will be able to retrieve source information from general sources and make techno-economical calculations based on them, to explore alternative production methods and to choose the right methods, equipment and resources for each task, taking into account productivity, safety and quality.

Assessment scale

0-5

Objectives (course unit)

The student knows the construction stages of a conventional construction site and the production methods involved. They will be able to use general job planning files in the industry and use them to make site-specific production plans. The student is able to design and select production methods and construction machines suitable for work phases, taking into account productivity and occupational safety aspects.

Content (course unit)

Site construction, construction and foundation phase, frame and supplementary component phase and interior fabrication phase. Design of production methods for the construction stages. Comparison and selection of work methods for work types based on production files. Uses and selection criteria for construction machinery and equipment. Occupational safety management at the construction site.

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

The student recognizes the stages of construction of a conventional construction site. He recognizes site-specific production plans. The student is able to retrieve information from generalized production files and use them to design individual tasks.

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

In addition to the above, the student is familiar with the production methods of assignments related to construction stages. He / she can use industry information sources and, under his / her guidance, draw up key site-specific production plans (eg area plan, element installation plan)

Assessment criteria, excellent (5) (course unit)

In addition to the above, you will be able to retrieve source information from general sources and make techno-economical calculations based on them, to explore alternative production methods and to choose the right methods, equipment and resources for each task, taking into account productivity, safety and quality.

Assessment scale

0-5

Objectives (course unit)

The aim of the course is to introduce the different tasks of construction process so that the students are able to work in different tasks during a construction process.

Content (course unit)

Designing and implementing a civil engineering project from different viewpoints, design contracts, KSE95, YSE98, different construction models of civil engineering and their contract law. Public acquisitions, organising a competitive bidding and organising the payments for a piece-work. The most common reasons for disputes, avoiding and settling disputes, court cases.

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

- The student knows what the builder's job description is.
- The student knows what matters are in the documents of a small-scale contract and is able to compete using the completed forms of the contract.
- The student knows the most important content of YSE
- The student is able to list typical risks of an infrastructure construction project.
- The student knows who the public procurement law applies to and its principles.

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

- The student understands what the builder's task involves and is able to apply what he or she has learned.
- The student understands the significance of contract documents and is able to compete for a contract.
- The student understands the core content of YSE and its impact on different parties.
- The student is able to evaluate the main risks of the project on the basis of plan drawings and site visits.
- The student is able to list tasks related to design.
- The student can apply the principles of public procurement law in practice.

Assessment criteria, excellent (5) (course unit)

- In addition to the above, the student has a comprehensive understanding of the course topics and their use in problem solving as well as the ability to present, analyze and justify logical solutions.

Assessment scale

0-5

Objectives (course unit)

The aim of the course is to introduce the different tasks of construction process so that the students are able to work in different tasks during a construction process.

Content (course unit)

Designing and implementing a civil engineering project from different viewpoints, design contracts, KSE95, YSE98, different construction models of civil engineering and their contract law. Public acquisitions, organising a competitive bidding and organising the payments for a piece-work. The most common reasons for disputes, avoiding and settling disputes, court cases.

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

- The student knows what the builder's job description is.
- The student knows what matters are in the documents of a small-scale contract and is able to compete using the completed forms of the contract.
- The student knows the most important content of YSE
- The student is able to list typical risks of an infrastructure construction project.
- The student knows who the public procurement law applies to and its principles.

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

- The student understands what the builder's task involves and is able to apply what he or she has learned.
- The student understands the significance of contract documents and is able to compete for a contract.
- The student understands the core content of YSE and its impact on different parties.
- The student is able to evaluate the main risks of the project on the basis of plan drawings and site visits.
- The student is able to list tasks related to design.
- The student can apply the principles of public procurement law in practice.

Assessment criteria, excellent (5) (course unit)

- In addition to the above, the student has a comprehensive understanding of the course topics and their use in problem solving as well as the ability to present, analyze and justify logical solutions.

Assessment scale

0-5

Objectives (course unit)

The aim of the course is to introduce the different tasks of construction process so that the students are able to work in different tasks during a construction process.

Content (course unit)

Designing and implementing a civil engineering project from different viewpoints, design contracts, KSE95, YSE98, different construction models of civil engineering and their contract law. Public acquisitions, organising a competitive bidding and organising the payments for a piece-work. The most common reasons for disputes, avoiding and settling disputes, court cases.

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

• The student is able to prepare a simple contract and consultant bid request according to the terms of YSE1998 and KSE2013
• The student understands the boundary conditions set by the implementation for requesting and comparing offers
• The student knows the responsibilities of the client and contractor according to YSE1998
• The student is familiar with the general features of meeting practices, inspections and reviews of a building project

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

In addition:
• The student is able to draw up a standard contract and consultant contract applying the terms of YSE1998 and KSE2013.
• The student understands the impact of different embodiments on contract documents.
• The student is able to make a proposal for a solution in accordance with YSE1998 in normal dispute between contractor and client.
• The student is able to make a regular meeting or review memo

Assessment criteria, excellent (5) (course unit)

In addition
• The student is able to evaluate the quality and suitability of contract documents and their impact on project management
• The student is able to provide a solution in accordance with YSE1998 in case of a more demanding contractor-client dispute.
• The student is able to describe the responsibilities and obligations of the parties in a versatile way and to anticipate related conflicts.

Assessment scale

0-5

Objectives (course unit)

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

Content (course unit)

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

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

The student is familiar with the calculation procedure for the E-number of a building and the equalization calculation of energy consumption, as well as the official regulations governing renovation construction. He knows the key factors influencing the energy consumption of a building and is able to apply them with assistance in the planning and implementation of energy savings.

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

The student is familiar with the official regulations concerning the energy consumption of buildings and the calculation of the E-number and is able to apply them in the equalization calculation of the energy consumption of a conventional building, in the preparation of an energy certificate and in the planning of renovation construction. He knows the key factors influencing the energy consumption of a building and is able to apply them profitably in the planning and implementation of energy savings in a building.

Assessment criteria, excellent (5) (course unit)

The student is well acquainted with the official regulations concerning the energy consumption of buildings and the calculation of the E-number and is able to apply them independently in the equalization calculation of energy consumption, the preparation of an energy certificate and the planning of renovation construction. He knows the building factors influencing energy consumption and is able to apply them profitably in the planning and implementation of energy savings in a building.

Assessment scale

0-5

Objectives (course unit)

The student is able to select an up-to-date quantity measurement instruction used in infrastructure construction and is able to read and apply it when making quantitative calculations. The student is able to make a cost estimate based on a completed quantity list when using any software in the field. The student is able to make a resource based cost estimate and can calculate a cost estimate for different work stages based on capacity and price data. The student knows the most important content of YSE. The student is able to explain the contract forms and their main differences. The student is able to list the types of risks involved in projects. After completing the course, the student will be prepared for cost accounting tasks related to the finance of a construction project in a construction and construction organization, as well as an understanding of how costs are incurred during the various stages of the project.

Content (course unit)

Cost management at different stages of the project. Costing methods at different stages of a construction project. Infra building component and project nomenclatures and volume measurement instructions. Calculation of quantities and sizing of equipment. Costing. Preparation of quotation, unit prices and installment table. The contract formats. Risks (at conceptual level). Cost monitoring during production.

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

- Can read quantity measurement instructions used in infrastructure construction and calculate the number of work steps used in infrastructure construction.
- Can make a cost estimate with the help of a completed quantity list and the given unit prices.
- Knows how to calculate cost estimates on a resource basis.
- Can list the main forms of contract and some risks related to infrastructure construction.

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

- Is able to calculate the number of key steps used in infrastructure construction using the quantity measurement procedure used in infrastructure construction.
- Can make a cost estimate with a completed quantity list and given unit prices, and can categorize non-site costs at unit prices.
- Is able to calculate cost estimates based on resource-based input data and capacities for key infrastructure work phases.
- Can determine what are the pros and cons of different types of contract in different cases.
- Can identify the main risks of a simple infrastructure construction project.

Assessment criteria, excellent (5) (course unit)

- Ed. in addition, the student has a comprehensive understanding of the course topics and their use in problem solving as well as the ability to present, analyze and reason logically solutions.

Assessment scale

0-5

Objectives (course unit)

The student identifies the main stages of the road and street design process. They are able to list and explain the main design criteria and factors related to the geometry of traffic routes. The student is able to dimension the physical dimensions of traffic routes and to calculate the basic geometry of traffic elements. The student has become familiar with CAD design of traffic infrastructure and basics of data modeling and is able to describe their use in fairway design. The student is able to describe the access solutions used in Finland and to examine them from the point of view of traffic safety and functionality. The student is able to describe how the environment is taken into account in road planning.

The student is able to explain the principles of traffic drainage planning. The student is able to list the types of roads and streets and the materials of the structural layers. The student is able to describe the load factors of road and street structures. The student is able to apply the load bearing capacity measurement procedure based on the target carrying capacity value and the design method based on the calculated frost rise.

Content (course unit)

core content:

1. 3D Geometry of Alignment: Alignment, Alignment and Lateral Arrangements with Dimensions
2. Cross-sectional selection and dimensioning, connection types and their selection
3. Environmental consideration in road design, surface and deep drainage of traffic routes
4. Data Model Based CAD Design Exercise
5. Road structure and starting points for design: load index, load classes,
target carrying capacities, assessment and classification of the fleet
6. Load bearing design by the Odemark method and frost design by the allowable computation
by the method of frost ascent.

Complementary knowledge

Phased design process. Traffic and Driving Background in Road Geometry.

Instructions for students to achieve proficiency levels:

The grade of the course is determined by the part-time credit made during the course. Each
partial payment must be made in a satisfactory manner. Achieving grade 3 requires good mastery of the course unit.

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

The student is able to independently calculate the calculations according to the example. The student knows where the geometry is
The 3D entity is formed. The student knows the most important cross-sections, junctions
tierakennetyypit. The student identifies the most common causes and ways to take the environment into consideration in road planning
into account. The student identifies the most common surface and deep-drying methods of traffic routes.
The student is able to name the types of structures of road and street and the materials of structural layers. The student can
list the main starting points, objectives and procedures of road structure planning. The student is
Participated in a data model based CAD design exercise and completed the required exercises
acceptably.

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

The student is able to list the steps of the road design process. The student is able to apply traffic routes
geometric design key design criteria for traffic lane design and fairway geometry
to calculate. The student is able to choose the appropriate type of cross section, junction and road structure.
The student knows why and in what ways the environment is taken into account in road planning.
The student can explain the principles and methods of surface and deep drying. Student
knows and is able to describe the types of roads and streets with their layer materials. The student knows the road structure
design basics and basic concepts and can apply them to load-bearing capacity
frost dimensioning. The student has participated in a data model based CAD design exercise as well
completed the required exercises well.

Assessment criteria, excellent (5) (course unit)

The student can explain the steps of the road design process. The student knows and understands the traffic routes
and the ability to apply them critically in traffic routes
dimensioning and calculating fairway geometry. The student is able to compare and select analytically
appropriate cross-sectional, intersection and road structure type. The student understands why and
the ways in which the environment is taken into account in road planning. The student can explain and compare
Principles and methods of surface and deep drying. Students will be able to categorize and compare roads and
types of streets with floor materials. Students master the design of a road structure
terminology, understands its origins and is able to apply them analytically to load
frost dimensioning. The student has participated in a data model based CAD design exercise as well
completed the required exercises in a commendable manner.

Assessment scale

0-5

Objectives (course unit)

Student is able to
- apply the concepts of limit and derivative when solving practical problems
- interpret derivative as rate of change
- determine the derivative using graphical, numerical and symbolical methods
- construct error estimates using the differential method

Content (course unit)

Limit, Derivative, Partial Derivative, Graphical Differentiation, Numerical Differentiation, Symbolic Differentiation, Applications of Derivative, Error Estimation with Differential.

Prerequisites (course unit)

Orientation for Engineering Mathematics and Functions and Matrices or similar skills

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

Student understands the basic concept of derivative and is able to solve simple applications that are similar to the model problems solved during the course. Student also knows how to interpret derivative in graphs and how to compute it numerically. Justification of solutions and using mathematical concepts may still be somewhat vague. Student takes care of his/her own studies and can cope with exercises with some help from the group.

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

Student is able to
- apply the concepts of limit and derivative when solving practical problems
- interpret derivative as rate of change
- determine the derivative using graphical, numerical and symbolical methods
- construct error estimates using the differential method

Content (course unit)

Limit, Derivative, Partial Derivative, Graphical Differentiation, Numerical Differentiation, Symbolic Differentiation, Applications of Derivative, Error Estimation with Differential.

Prerequisites (course unit)

Orientation for Engineering Mathematics and Functions and Matrices or similar skills

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

Student understands the basic concept of derivative and is able to solve simple applications that are similar to the model problems solved during the course. Student also knows how to interpret derivative in graphs and how to compute it numerically. Justification of solutions and using mathematical concepts may still be somewhat vague. Student takes care of his/her own studies and can cope with exercises with some help from the group.

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

Student is able to
- apply the concepts of limit and derivative when solving practical problems
- interpret derivative as rate of change
- determine the derivative using graphical, numerical and symbolical methods
- construct error estimates using the differential method

Content (course unit)

Limit, Derivative, Partial Derivative, Graphical Differentiation, Numerical Differentiation, Symbolic Differentiation, Applications of Derivative, Error Estimation with Differential.

Prerequisites (course unit)

Orientation for Engineering Mathematics and Functions and Matrices or similar skills

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

Student understands the basic concept of derivative and is able to solve simple applications that are similar to the model problems solved during the course. Student also knows how to interpret derivative in graphs and how to compute it numerically. Justification of solutions and using mathematical concepts may still be somewhat vague. Student takes care of his/her own studies and can cope with exercises with some help from the group.

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

Student is able to
- apply the concepts of limit and derivative when solving practical problems
- interpret derivative as rate of change
- determine the derivative using graphical, numerical and symbolical methods
- construct error estimates using the differential method

Content (course unit)

Limit, Derivative, Partial Derivative, Graphical Differentiation, Numerical Differentiation, Symbolic Differentiation, Applications of Derivative, Error Estimation with Differential.

Prerequisites (course unit)

Orientation for Engineering Mathematics and Functions and Matrices or similar skills

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

Student understands the basic concept of derivative and is able to solve simple applications that are similar to the model problems solved during the course. Student also knows how to interpret derivative in graphs and how to compute it numerically. Justification of solutions and using mathematical concepts may still be somewhat vague. Student takes care of his/her own studies and can cope with exercises with some help from the group.

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

Student is able to
- apply the concepts of limit and derivative when solving practical problems
- interpret derivative as rate of change
- determine the derivative using graphical, numerical and symbolical methods
- construct error estimates using the differential method

Content (course unit)

Limit, Derivative, Partial Derivative, Graphical Differentiation, Numerical Differentiation, Symbolic Differentiation, Applications of Derivative, Error Estimation with Differential.

Prerequisites (course unit)

Orientation for Engineering Mathematics and Functions and Matrices or similar skills

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

Student understands the basic concept of derivative and is able to solve simple applications that are similar to the model problems solved during the course. Student also knows how to interpret derivative in graphs and how to compute it numerically. Justification of solutions and using mathematical concepts may still be somewhat vague. Student takes care of his/her own studies and can cope with exercises with some help from the group.

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

Students
- can and dare speak and write English better
- can and dare perform better in English
- increase their vocabulary
- know the most important grammar structures

Content (course unit)

• telling about oneself
• travel
• small talk
• discussion and presentation exercises
• basic vocabulary of the field of study
• reviewing basic grammar

Prerequisites (course unit)

Upper secondary school English

Further information (course unit)

Sufficient skills in Finnish
Mandatory participation on 80% of the classes

Alternative forms of completion: approved skills test or corresponding studies at another university of applied sciences

Assessment scale

0-5

Learning materials

.
Materials, exams and teaching will be bilingual, so good Finnish language skills are needed on this course.

Further information

Materials, exams and teaching will be bilingual, so good language skills in Finnish are needed on this course.

Objectives (course unit)

The student designs and implements sustainable land and subsoil structures using refined soil and industrial by-products. The student knows the functions of soil contamination, ways of spreading contaminants, research methods related to contaminated land and conventional treatment techniques. The student becomes familiar with the ground and cover structures of landfills. The student knows the factors affecting the water permeability of structures.

Content (course unit)

Contaminated soil; causes and spread of pollution, research and repair methods. Groundwater protection at roads. Landfill bottom and surface structures. Use of industrial by-products and recycled materials in construction. Life cycle model and sustainable development.

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

- The student knows general things about contaminated land and landfill structures.
- The student is able to list industrial by-products and recycled materials that are commonly used in construction.

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

- The student knows the most common methods for researching and repairing contaminated countries.
- The student understands the criteria for landfilling.
- The student knows the surface and bottom structures of a landfill and their significance in the environmental impact of the landfill.
- The student knows the principles of using recycled materials in civil engineering.

Assessment criteria, excellent (5) (course unit)

- Ed. in addition, the student has a comprehensive understanding of the course topics and their use in problem solving as well as the ability to present, analyze and reason logically solutions.

Assessment scale

0-5

Objectives (course unit)

The student designs and implements sustainable land and subsoil structures using refined soil and industrial by-products. The student knows the functions of soil contamination, ways of spreading contaminants, research methods related to contaminated land and conventional treatment techniques. The student becomes familiar with the ground and cover structures of landfills. The student knows the factors affecting the water permeability of structures.

Content (course unit)

Contaminated soil; causes and spread of pollution, research and repair methods. Groundwater protection at roads. Landfill bottom and surface structures. Use of industrial by-products and recycled materials in construction. Life cycle model and sustainable development.

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

- The student knows general things about contaminated land and landfill structures.
- The student is able to list industrial by-products and recycled materials that are commonly used in construction.

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

- The student knows the most common methods for researching and repairing contaminated countries.
- The student understands the criteria for landfilling.
- The student knows the surface and bottom structures of a landfill and their significance in the environmental impact of the landfill.
- The student knows the principles of using recycled materials in civil engineering.

Assessment criteria, excellent (5) (course unit)

- Ed. in addition, the student has a comprehensive understanding of the course topics and their use in problem solving as well as the ability to present, analyze and reason logically solutions.

Assessment scale

0-5

Objectives (course unit)

The students know the tasks of maintenance management, planning these tasks and the basics of safety management in buildings

Content (course unit)

Maintenance of buildings, their outdoor areas and building technology, cleaning and waste management. Planning and measuring of real estate management. Building maintenance manual: Formulating, contents and operating. Constructional safety, safety systems, evaluating the safety of real estate.

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

The student is able to name the tasks belonging to the property management of a conventional property and knows how to plan them. He identifies the most important issues that affect the security of a property.

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

The student knows the tasks involved in property management in a conventional property and is able to plan them. He knows the main things that affect the safety of the property and knows how to take care of them.

Assessment criteria, excellent (5) (course unit)

The student masters the tasks of conventional property management, is able to plan them and dimension the necessary resources in them. He knows the key issues that affect the security of a property and is able to develop the security of a property.

Assessment scale

0-5

Objectives (course unit)

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

Content (course unit)

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

Further information (course unit)

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

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

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

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

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

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

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

Content (course unit)

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

Further information (course unit)

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

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

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

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

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

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

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

Content (course unit)

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

Further information (course unit)

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

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

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

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

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

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

Pass/Fail

Objectives (course unit)

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

Content (course unit)

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

Further information (course unit)

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

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

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

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

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

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

Pass/Fail

Objectives (course unit)

The student will be able to make plans for the construction of a building in a conventional location: the student will be able to dimension the geotechnical resistance of an underground foundation and to define the necessary frost protection and drainage structures and drawings related to them. The student is able to interpret the results of the base survey in such a way that he / she can define the design parameters for dimensioning the foundation of a conventional structure. The student is able to calculate the bearing and non-slip resistance of an angle support wall under normal conditions. The student is able to choose the right type of pile structure based on the loads. The student will be able to list the methods used to determine the geotechnical strength of a pile. The student is able to measure the resistance of a friction pile on the basis of the results of a base survey. The student is able to calculate the stresses of a freestanding and one level supported retaining wall under easy ground conditions. The student is able to dimension the yard's superstructure and draw a yard leveling drawing.

Content (course unit)

Underground foundations: vertical and horizontal structures. Interpretation of ground survey results under normal conditions. Preparation of plans and drawings for frost protection and drainage of a building. Geotechnical dimensioning of the corner support wall. Determine the stresses of a freestanding one-level retaining wall. Design principles for pile foundations and ensuring pile durability, dimensioning of friction pile. Load and frost dimensioning of yard superstructures, yard drainage design and leveling drawings.

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

Is able to independently calculate the calculations according to the example. Knows the design conditions of the underground foundation. Knows the principles of frost and drainage plans. Knows the principles of ensuring the durability of piles. Knows the basic principles of yard design.

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

Can independently calculate dimensioning tasks with given input data. Able to design an underground foundation under normal conditions. Can make frost and drainage plan. Can learn how to calculate the stresses of a retaining wall structure under easy conditions. Can determine the strength of a pile by means of examples. Knows the principles of yard design.

Assessment criteria, excellent (5) (course unit)

Can apply the design situations discussed in the course also in real projects. Is able to draw up foundation plans and present them with the correct technical principles (drawings and reporting). Is able to interpret ground surveys in common objects and can define design parameters with them.

Assessment scale

0-5

Objectives (course unit)

The student will be able to make plans for the construction of a building in a conventional location: the student will be able to dimension the geotechnical resistance of an underground foundation and to define the necessary frost protection and drainage structures and drawings related to them. The student is able to interpret the results of the base survey in such a way that he / she can define the design parameters for dimensioning the foundation of a conventional structure. The student is able to calculate the bearing and non-slip resistance of an angle support wall under normal conditions. The student is able to choose the right type of pile structure based on the loads. The student will be able to list the methods used to determine the geotechnical strength of a pile. The student is able to measure the resistance of a friction pile on the basis of the results of a base survey. The student is able to calculate the stresses of a freestanding and one level supported retaining wall under easy ground conditions. The student is able to dimension the yard's superstructure and draw a yard leveling drawing.

Content (course unit)

Underground foundations: vertical and horizontal structures. Interpretation of ground survey results under normal conditions. Preparation of plans and drawings for frost protection and drainage of a building. Geotechnical dimensioning of the corner support wall. Determine the stresses of a freestanding one-level retaining wall. Design principles for pile foundations and ensuring pile durability, dimensioning of friction pile. Load and frost dimensioning of yard superstructures, yard drainage design and leveling drawings.

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

Is able to independently calculate the calculations according to the example. Knows the design conditions of the underground foundation. Knows the principles of frost and drainage plans. Knows the principles of ensuring the durability of piles. Knows the basic principles of yard design.

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

Can independently calculate dimensioning tasks with given input data. Able to design an underground foundation under normal conditions. Can make frost and drainage plan. Can learn how to calculate the stresses of a retaining wall structure under easy conditions. Can determine the strength of a pile by means of examples. Knows the principles of yard design.

Assessment criteria, excellent (5) (course unit)

Can apply the design situations discussed in the course also in real projects. Is able to draw up foundation plans and present them with the correct technical principles (drawings and reporting). Is able to interpret ground surveys in common objects and can define design parameters with them.

Assessment scale

0-5

Objectives (course unit)

The student is able to choose alternatives for establishing a road structure in soft conditions. The student is able to calculate the stability and inclination of the road embankment using a calculation program. The student is able to dimension the most common bottom reinforcement methods, such as mass change, lightening, deep stabilization, preloading structure and geotechnical part of the pile slab. The student is able to compare bottom reinforcement methods with respect to costs. The student knows what ground survey methods are used in soft construction and what information is obtained from different soil research methods. The student is able to interpret the results of the base research in such a way that he / she is able to define a geotechnical calculation model. The student is able to calculate the stability of a pipeline trench and can define methods to improve the stability.

Content (course unit)

Factors affecting the way a road (or infrastructure in general) is built. Theoretical starting points and calculations for stability and slope calculations. The most common base reinforcement methods used in Finland and their sizing. Fundamental research methods and interpretation of their results. Stability of pipeline trenches and safety of trenching. Using the Geocalc calculator.

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

Is able to independently calculate the calculations according to the example. Knows the most common bottom reinforcement methods and knows the most important design criteria when building a soft top. Knows the most common ground survey methods. Knows the factors affecting the durability of a pipeline trench.

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

Can apply the dependencies they have learned in calculations. Will be able to independently look at different base amplification options based on the input data provided. Understand the selection criteria for bottom reinforcement methods for stability and subsidence. Can interpret most common ground survey methods. Can calculate the stability of a pipeline trench

Assessment criteria, excellent (5) (course unit)

Understands the underlying phenomena of interdependencies and maintains independent retrieval of information and application of calculation methods. Can evaluate bottom tests and can interpret dimensioning parameters from research results. Can apply the literature independently to different design situations.

Assessment scale

0-5

Objectives (course unit)

The student is able to choose alternatives for establishing a road structure in soft conditions. The student is able to calculate the stability and inclination of the road embankment using a calculation program. The student is able to dimension the most common bottom reinforcement methods, such as mass change, lightening, deep stabilization, preloading structure and geotechnical part of the pile slab. The student is able to compare bottom reinforcement methods with respect to costs. The student knows what ground survey methods are used in soft construction and what information is obtained from different soil research methods. The student is able to interpret the results of the base research in such a way that he / she is able to define a geotechnical calculation model. The student is able to calculate the stability of a pipeline trench and can define methods to improve the stability.

Content (course unit)

Factors affecting the way a road (or infrastructure in general) is built. Theoretical starting points and calculations for stability and slope calculations. The most common base reinforcement methods used in Finland and their sizing. Fundamental research methods and interpretation of their results. Stability of pipeline trenches and safety of trenching. Using the Geocalc calculator.

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

Is able to independently calculate the calculations according to the example. Knows the most common bottom reinforcement methods and knows the most important design criteria when building a soft top. Knows the most common ground survey methods. Knows the factors affecting the durability of a pipeline trench.

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

Can apply the dependencies they have learned in calculations. Will be able to independently look at different base amplification options based on the input data provided. Understand the selection criteria for bottom reinforcement methods for stability and subsidence. Can interpret most common ground survey methods. Can calculate the stability of a pipeline trench

Assessment criteria, excellent (5) (course unit)

Understands the underlying phenomena of interdependencies and maintains independent retrieval of information and application of calculation methods. Can evaluate bottom tests and can interpret dimensioning parameters from research results. Can apply the literature independently to different design situations.

Assessment scale

0-5

Objectives (course unit)

The student is able to choose alternatives for establishing a road structure in soft conditions. The student is able to calculate the stability and inclination of the road embankment using a calculation program. The student is able to dimension the most common bottom reinforcement methods, such as mass change, lightening, deep stabilization, preloading structure and geotechnical part of the pile slab. The student is able to compare bottom reinforcement methods with respect to costs. The student knows what ground survey methods are used in soft construction and what information is obtained from different soil research methods. The student is able to interpret the results of the base research in such a way that he / she is able to define a geotechnical calculation model. The student is able to calculate the stability of a pipeline trench and can define methods to improve the stability.

Content (course unit)

Factors affecting the way a road (or infrastructure in general) is built. Theoretical starting points and calculations for stability and slope calculations. The most common base reinforcement methods used in Finland and their sizing. Fundamental research methods and interpretation of their results. Stability of pipeline trenches and safety of trenching. Using the Geocalc calculator.

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

Is able to independently calculate the calculations according to the example. Knows the most common bottom reinforcement methods and knows the most important design criteria when building a soft top. Knows the most common ground survey methods. Knows the factors affecting the durability of a pipeline trench.

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

Can apply the dependencies they have learned in calculations. Will be able to independently look at different base amplification options based on the input data provided. Understand the selection criteria for bottom reinforcement methods for stability and subsidence. Can interpret most common ground survey methods. Can calculate the stability of a pipeline trench

Assessment criteria, excellent (5) (course unit)

Understands the underlying phenomena of interdependencies and maintains independent retrieval of information and application of calculation methods. Can evaluate bottom tests and can interpret dimensioning parameters from research results. Can apply the literature independently to different design situations.

Assessment scale

0-5

Objectives (course unit)

Student is able to:
- understand the concept of a function and recognizes the characteristic properties of different basic functions
- solve equations involving basic functions and apply them in practical problems
- recognize graphs of basic functions
- perform basic calculations with matrices and apply them in practical problems

Content (course unit)

Basic Functions and Terminology (Polynomial, Rational, Power, Exponential, Logarithmic and Trigonometric Functions), Graphs of Basic Functions, Equations, Matrix Operations, Group of Linear Equations.

Prerequisites (course unit)

Orientation for engineering mathematics or similar skills.

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

Student understands the basic concepts of functions and matrices and recognizes typical graphs of elementary functions. Student is able to solve simple equations involving exponential, logarithmic or trigonometric functions. Justification of solutions and the usage of mathematical concepts may still be somewhat vague. Student takes care of his/her own studies and can cope with exercises with some help from the group.

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

In addition, student is able to solve equations involving basic functions and knows how to perform calculations with matrices. Student is also able to explain the methods of her/his solutions. Mathematical notations and concepts are mainly used correctly. Student is able to solve the given exercises independently and also helps other students in the group.

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

Student is able to:
- understand the concept of a function and recognizes the characteristic properties of different basic functions
- solve equations involving basic functions and apply them in practical problems
- recognize graphs of basic functions
- perform basic calculations with matrices and apply them in practical problems

Content (course unit)

Basic Functions and Terminology (Polynomial, Rational, Power, Exponential, Logarithmic and Trigonometric Functions), Graphs of Basic Functions, Equations, Matrix Operations, Group of Linear Equations.

Prerequisites (course unit)

Orientation for engineering mathematics or similar skills.

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

Student understands the basic concepts of functions and matrices and recognizes typical graphs of elementary functions. Student is able to solve simple equations involving exponential, logarithmic or trigonometric functions. Justification of solutions and the usage of mathematical concepts may still be somewhat vague. Student takes care of his/her own studies and can cope with exercises with some help from the group.

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

In addition, student is able to solve equations involving basic functions and knows how to perform calculations with matrices. Student is also able to explain the methods of her/his solutions. Mathematical notations and concepts are mainly used correctly. Student is able to solve the given exercises independently and also helps other students in the group.

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5