Study Guide

Objectives (course unit)

Student understands the basics of 3D Printing (Additive Manufacturing) technologies (additive manufacturing) and what are the opportunities and limitations of the 3D printing technologies in the designing mechanical parts and products. Student knows the principals of 3D printing process i.e. from modeling a part to printing it. Student understands how 3D printing can improve the business of the companies. Student understands how 3D printing affects to globally storage (eg. spare parts), business models and manufacturing process.

Content (course unit)

Introduction to 3D printing technologies. The opportunities, challenges and limitations of the 3D printing technologies. Product development: DfAM(Design for Additive Manufacturing, 3D printing). 3D printing demos and exercises.

Prerequisites (course unit)

Recommended Prerequisites: Student has a principal skills to model a mechanical part by using the 3D modelling software (e.g. CAD program or a free modelling software).

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

The student identifies the basics, technologies, concepts and stages of industrial 3D printing (AM, a substance-increasing method). The student is able to plan and print if needed with help.

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

Students master the areas of industrial 3D printing and are able to apply their skills in designing new products. The student recognizes the potential of 3D printing in business development. The student is able to design, taking into account the possibilities of printing, 3D printing and printing a copy.

Assessment criteria, excellent (5) (course unit)

Students are well versed in industrial 3D printing and are able to apply their skills when designing new products. The student is able to find out and develop the significance, possibilities and limitations of 3D printing in the company in manufacturing and business.

Assessment scale

0-5

Teaching methods

Lectures
practical work
exam
exercises

Objectives (course unit)

Student understands the basics of 3D Printing (Additive Manufacturing) technologies (additive manufacturing) and what are the opportunities and limitations of the 3D printing technologies in the designing mechanical parts and products. Student knows the principals of 3D printing process i.e. from modeling a part to printing it. Student understands how 3D printing can improve the business of the companies. Student understands how 3D printing affects to globally storage (eg. spare parts), business models and manufacturing process.

Content (course unit)

Introduction to 3D printing technologies. The opportunities, challenges and limitations of the 3D printing technologies. Product development: DfAM(Design for Additive Manufacturing, 3D printing). 3D printing demos and exercises.

Prerequisites (course unit)

Recommended Prerequisites: Student has a principal skills to model a mechanical part by using the 3D modelling software (e.g. CAD program or a free modelling software).

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

The student identifies the basics, technologies, concepts and stages of industrial 3D printing (AM, a substance-increasing method). The student is able to plan and print if needed with help.

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

Students master the areas of industrial 3D printing and are able to apply their skills in designing new products. The student recognizes the potential of 3D printing in business development. The student is able to design, taking into account the possibilities of printing, 3D printing and printing a copy.

Assessment criteria, excellent (5) (course unit)

Students are well versed in industrial 3D printing and are able to apply their skills when designing new products. The student is able to find out and develop the significance, possibilities and limitations of 3D printing in the company in manufacturing and business.

Assessment scale

0-5

Teaching methods

Lectures
practical work
exam
exercises

Objectives (course unit)

Student understands the basics of 3D Printing (Additive Manufacturing) technologies (additive manufacturing) and what are the opportunities and limitations of the 3D printing technologies in the designing mechanical parts and products. Student knows the principals of 3D printing process i.e. from modeling a part to printing it. Student understands how 3D printing can improve the business of the companies. Student understands how 3D printing affects to globally storage (eg. spare parts), business models and manufacturing process.

Content (course unit)

Introduction to 3D printing technologies. The opportunities, challenges and limitations of the 3D printing technologies. Product development: DfAM(Design for Additive Manufacturing, 3D printing). 3D printing demos and exercises.

Prerequisites (course unit)

Recommended Prerequisites: Student has a principal skills to model a mechanical part by using the 3D modelling software (e.g. CAD program or a free modelling software).

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

The student identifies the basics, technologies, concepts and stages of industrial 3D printing (AM, a substance-increasing method). The student is able to plan and print if needed with help.

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

Students master the areas of industrial 3D printing and are able to apply their skills in designing new products. The student recognizes the potential of 3D printing in business development. The student is able to design, taking into account the possibilities of printing, 3D printing and printing a copy.

Assessment criteria, excellent (5) (course unit)

Students are well versed in industrial 3D printing and are able to apply their skills when designing new products. The student is able to find out and develop the significance, possibilities and limitations of 3D printing in the company in manufacturing and business.

Assessment scale

0-5

Teaching methods

Lectures
practical work
exam
exercises

Objectives (course unit)

Student understands the basics of 3D Printing (Additive Manufacturing) technologies (additive manufacturing) and what are the opportunities and limitations of the 3D printing technologies in the designing mechanical parts and products. Student knows the principals of 3D printing process i.e. from modeling a part to printing it. Student understands how 3D printing can improve the business of the companies. Student understands how 3D printing affects to globally storage (eg. spare parts), business models and manufacturing process.

Content (course unit)

Introduction to 3D printing technologies. The opportunities, challenges and limitations of the 3D printing technologies. Product development: DfAM(Design for Additive Manufacturing, 3D printing). 3D printing demos and exercises.

Prerequisites (course unit)

Recommended Prerequisites: Student has a principal skills to model a mechanical part by using the 3D modelling software (e.g. CAD program or a free modelling software).

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

The student identifies the basics, technologies, concepts and stages of industrial 3D printing (AM, a substance-increasing method). The student is able to plan and print if needed with help.

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

Students master the areas of industrial 3D printing and are able to apply their skills in designing new products. The student recognizes the potential of 3D printing in business development. The student is able to design, taking into account the possibilities of printing, 3D printing and printing a copy.

Assessment criteria, excellent (5) (course unit)

Students are well versed in industrial 3D printing and are able to apply their skills when designing new products. The student is able to find out and develop the significance, possibilities and limitations of 3D printing in the company in manufacturing and business.

Exam schedules

none

Assessment scale

0-5

Teaching methods

lectures
excersises
exam
practical excersises and tasks

Learning materials

all material
and material of excersises and lectures

Student workload

lectures 20%
excersises (contact teaching) 20%
group and independent study 60%

Content scheduling

AM techniques
DfAM and printing excersises
excersise
exam

Completion alternatives

to be agreed separately

Practical training and working life cooperation

-

Further information

part of the course material is in English

Objectives (course unit)

The student knows the sensors and their operating principles that are essential for machine automation. The student masters practical electrical and electromechanical components and their connections to control devices such as logic and microcomputer. The student is able to locate system failures caused by the sensor. The student will be able to choose and acquire a cost-effective, high quality and suitable sensor for machine automation for the most common applications. The student is able to utilize machine vision in machine automation applications. The student understands the importance of sustainable development when designing automation applications.

Content (course unit)

Basic concepts, presence detection, detection of high limits, detection, machine vision, fundamentals of image processing, distance measurement, measurement of displacement and rotation angle, tolerance control, speed measurement, acceleration and force measurement: sensor principles (piezoelectric, strain gauge, inductive, capacitive), typical characteristics of sensors, typical characteristics of sensors Wheatstone Bridge, Coupling Effect, Temperature Compensation, Measuring Factors, Error Sources, Laboratory Measurement, and Getting to Know the Technical Documentation of the Devices. Linear motion components, synchronization, rotary and rotational components, seals, electromechanical components.

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

The student is able to master the fundamentals of sensor technology and is able to choose assisted sensing for a simple machine automation application. Copes with simple tasks independently. Can work in a group.

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

The student is well versed in the basics of sensor technology and is able to independently and reasonably choose sensing for typical machine automation applications. Copes with typical sensor technology tasks independently. Can work actively and constructively in the group.

Assessment criteria, excellent (5) (course unit)

The student masters the fundamentals of sensor technology and is able to choose independently and justifiably for broader machine automation applications. Copes with challenging sensor technology tasks independently. Can work actively in the group and develops the group's activities commendably.

Assessment scale

0-5

Teaching methods

Theory lessons in contact/distance sessions
Practical training and laboratory work in small groups
Self-learning

Learning materials

Course material
WSOY: Automaatiojärjestelmien ohjauslaitteet
WSOY: Automaatiojärjestelmien pneumatiikka ja hydrauliikka
Introduction to mechatronics and measurements systems, David Alciator

Student workload

Theory lessons 20h/student, laboratory work and reports 60h/student, self studying 50h

Objectives (course unit)

The student knows the sensors and their operating principles that are essential for machine automation. The student masters practical electrical and electromechanical components and their connections to control devices such as logic and microcomputer. The student is able to locate system failures caused by the sensor. The student will be able to choose and acquire a cost-effective, high quality and suitable sensor for machine automation for the most common applications. The student is able to utilize machine vision in machine automation applications. The student understands the importance of sustainable development when designing automation applications.

Content (course unit)

Basic concepts, presence detection, detection of high limits, detection, machine vision, fundamentals of image processing, distance measurement, measurement of displacement and rotation angle, tolerance control, speed measurement, acceleration and force measurement: sensor principles (piezoelectric, strain gauge, inductive, capacitive), typical characteristics of sensors, typical characteristics of sensors Wheatstone Bridge, Coupling Effect, Temperature Compensation, Measuring Factors, Error Sources, Laboratory Measurement, and Getting to Know the Technical Documentation of the Devices. Linear motion components, synchronization, rotary and rotational components, seals, electromechanical components.

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

The student is able to master the fundamentals of sensor technology and is able to choose assisted sensing for a simple machine automation application. Copes with simple tasks independently. Can work in a group.

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

The student is well versed in the basics of sensor technology and is able to independently and reasonably choose sensing for typical machine automation applications. Copes with typical sensor technology tasks independently. Can work actively and constructively in the group.

Assessment criteria, excellent (5) (course unit)

The student masters the fundamentals of sensor technology and is able to choose independently and justifiably for broader machine automation applications. Copes with challenging sensor technology tasks independently. Can work actively in the group and develops the group's activities commendably.

Assessment scale

0-5

Teaching methods

Theory lessons in contact/distance sessions
Practical training and laboratory work in small groups
Self-learning

Learning materials

Course material
WSOY: Automaatiojärjestelmien ohjauslaitteet
WSOY: Automaatiojärjestelmien pneumatiikka ja hydrauliikka
Introduction to mechatronics and measurements systems, David Alciator

Student workload

Theory lessons 20h/student, laboratory work and reports 60h/student, self studying 50h

Objectives (course unit)

The student knows the sensors and their operating principles that are essential for machine automation. The student masters practical electrical and electromechanical components and their connections to control devices such as logic and microcomputer. The student is able to locate system failures caused by the sensor. The student will be able to choose and acquire a cost-effective, high quality and suitable sensor for machine automation for the most common applications. The student is able to utilize machine vision in machine automation applications. The student understands the importance of sustainable development when designing automation applications.

Content (course unit)

Basic concepts, presence detection, detection of high limits, detection, machine vision, fundamentals of image processing, distance measurement, measurement of displacement and rotation angle, tolerance control, speed measurement, acceleration and force measurement: sensor principles (piezoelectric, strain gauge, inductive, capacitive), typical characteristics of sensors, typical characteristics of sensors Wheatstone Bridge, Coupling Effect, Temperature Compensation, Measuring Factors, Error Sources, Laboratory Measurement, and Getting to Know the Technical Documentation of the Devices. Linear motion components, synchronization, rotary and rotational components, seals, electromechanical components.

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

The student is able to master the fundamentals of sensor technology and is able to choose assisted sensing for a simple machine automation application. Copes with simple tasks independently. Can work in a group.

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

The student is well versed in the basics of sensor technology and is able to independently and reasonably choose sensing for typical machine automation applications. Copes with typical sensor technology tasks independently. Can work actively and constructively in the group.

Assessment criteria, excellent (5) (course unit)

The student masters the fundamentals of sensor technology and is able to choose independently and justifiably for broader machine automation applications. Copes with challenging sensor technology tasks independently. Can work actively in the group and develops the group's activities commendably.

Assessment scale

0-5

Teaching methods

Theory lessons in contact/distance sessions
Practical training and laboratory work in small groups
Self-learning

Learning materials

Course material
WSOY: Automaatiojärjestelmien ohjauslaitteet
WSOY: Automaatiojärjestelmien pneumatiikka ja hydrauliikka
Introduction to mechatronics and measurements systems, David Alciator

Student workload

Theory lessons 20h/student, laboratory work and reports 60h/student, self studying 50h

Objectives (course unit)

The student knows the sensors and their operating principles that are essential for machine automation. The student masters practical electrical and electromechanical components and their connections to control devices such as logic and microcomputer. The student is able to locate system failures caused by the sensor. The student will be able to choose and acquire a cost-effective, high quality and suitable sensor for machine automation for the most common applications. The student is able to utilize machine vision in machine automation applications. The student understands the importance of sustainable development when designing automation applications.

Content (course unit)

Basic concepts, presence detection, detection of high limits, detection, machine vision, fundamentals of image processing, distance measurement, measurement of displacement and rotation angle, tolerance control, speed measurement, acceleration and force measurement: sensor principles (piezoelectric, strain gauge, inductive, capacitive), typical characteristics of sensors, typical characteristics of sensors Wheatstone Bridge, Coupling Effect, Temperature Compensation, Measuring Factors, Error Sources, Laboratory Measurement, and Getting to Know the Technical Documentation of the Devices. Linear motion components, synchronization, rotary and rotational components, seals, electromechanical components.

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

The student is able to master the fundamentals of sensor technology and is able to choose assisted sensing for a simple machine automation application. Copes with simple tasks independently. Can work in a group.

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

The student is well versed in the basics of sensor technology and is able to independently and reasonably choose sensing for typical machine automation applications. Copes with typical sensor technology tasks independently. Can work actively and constructively in the group.

Assessment criteria, excellent (5) (course unit)

The student masters the fundamentals of sensor technology and is able to choose independently and justifiably for broader machine automation applications. Copes with challenging sensor technology tasks independently. Can work actively in the group and develops the group's activities commendably.

Assessment scale

0-5

Teaching methods

Theory lessons in contact/distance sessions
Practical training and laboratory work in small groups
Self-learning

Learning materials

Course material
WSOY: Automaatiojärjestelmien ohjauslaitteet
WSOY: Automaatiojärjestelmien pneumatiikka ja hydrauliikka
Introduction to mechatronics and measurements systems, David Alciator

Student workload

Theory lessons 20h/student, laboratory work and reports 60h/student, self studying 50h

Objectives (course unit)

The student knows the basics, components and possibilities of use of automation systems.
The student is able to choose basic components and is able to design simple automation systems
The student knows how to use the control systems and the basic principles of programming
The student recognizes the effects of digitalisation development in the design and implementation of automation technology applications and can take quality and safety aspects into account in accordance with the principles of sustainable development.

Content (course unit)

The course topics include principles of components, systems and design of automation applications with main focus on power transfer, control systems and sensor technologies. Main principles of cost effective, high quality and safe machine automation system design are also covered in the course.

Further information (course unit)

Literature:
WSOY, Pentti Kärkkäinen, Toimi Keinänen:
Automaatiojärjestelmien hydrauliikka ja pneumatiikka
Automaatiojärjestelmien logiikat ja ohjaustekniikat

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

The student is familiar with basic knowledge of automation technology, is able to select the most suitable components with a typical automation system. Manages the basic concepts of automation and performs simple tasks with help.

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

The student is able to choose independently and justifiably among the alternatives of the most suitable actuator, sensor and control solution for the application. Performs independently from simple industry design tasks. Can work actively and constructively in the group.

Assessment criteria, excellent (5) (course unit)

The student presents justified actuator, sensor and control solutions for more challenging automation systems and is able to analyze the effects of the choices in a versatile way. Can design larger automation systems independently. Performs independently in challenging field tasks. Can develop group activities.

Assessment scale

0-5

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

The student does not master the basic concepts and terms of automation technology. The student is not able to select and dimension basic automation equipment. The student does not perform the simple tasks of automation. The student does not know the basics of professional reporting

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

The student masters the basic knowledge of automation technology, is able to assist in selecting the most suitable components for a typical automation system. Masters the basic concepts of automation and performs simple tasks with assistance. The student knows the basics of professional reporting

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

The student is able to independently and reasonably choose the most suitable actuator, sensor and control solution from the options of the application. Performs simple design tasks in the field independently. Can work actively and constructively in a group. The student is able to report the student is well versed in the basics of professional reporting

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

The student presents substantiated actuator, sensor and control solutions for more challenging automation systems and is able to analyze the effects of choices in a variety of ways. Can design larger automation systems independently. Performs independently challenging tasks in the field. Can develop group activities. The student is able to report the student masters the basics of professional reporting very well

Objectives (course unit)

The student knows the basics, components and possibilities of use of automation systems.
The student is able to choose basic components and is able to design simple automation systems
The student knows how to use the control systems and the basic principles of programming
The student recognizes the effects of digitalisation development in the design and implementation of automation technology applications and can take quality and safety aspects into account in accordance with the principles of sustainable development.

Content (course unit)

The course topics include principles of components, systems and design of automation applications with main focus on power transfer, control systems and sensor technologies. Main principles of cost effective, high quality and safe machine automation system design are also covered in the course.

Further information (course unit)

Literature:
WSOY, Pentti Kärkkäinen, Toimi Keinänen:
Automaatiojärjestelmien hydrauliikka ja pneumatiikka
Automaatiojärjestelmien logiikat ja ohjaustekniikat

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

The student is familiar with basic knowledge of automation technology, is able to select the most suitable components with a typical automation system. Manages the basic concepts of automation and performs simple tasks with help.

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

The student is able to choose independently and justifiably among the alternatives of the most suitable actuator, sensor and control solution for the application. Performs independently from simple industry design tasks. Can work actively and constructively in the group.

Assessment criteria, excellent (5) (course unit)

The student presents justified actuator, sensor and control solutions for more challenging automation systems and is able to analyze the effects of the choices in a versatile way. Can design larger automation systems independently. Performs independently in challenging field tasks. Can develop group activities.

Assessment scale

0-5

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

The student does not master the basic concepts and terms of automation technology. The student is not able to select and dimension basic automation equipment. The student does not perform the simple tasks of automation. The student does not know the basics of professional reporting

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

The student masters the basic knowledge of automation technology, is able to assist in selecting the most suitable components for a typical automation system. Masters the basic concepts of automation and performs simple tasks with assistance. The student knows the basics of professional reporting

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

The student is able to independently and reasonably choose the most suitable actuator, sensor and control solution from the options of the application. Performs simple design tasks in the field independently. Can work actively and constructively in a group. The student is able to report the student is well versed in the basics of professional reporting

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

The student presents substantiated actuator, sensor and control solutions for more challenging automation systems and is able to analyze the effects of choices in a variety of ways. Can design larger automation systems independently. Performs independently challenging tasks in the field. Can develop group activities. The student is able to report the student masters the basics of professional reporting very well

Objectives (course unit)

The student knows the basics, components and possibilities of use of automation systems.
The student is able to choose basic components and is able to design simple automation systems
The student knows how to use the control systems and the basic principles of programming
The student recognizes the effects of digitalisation development in the design and implementation of automation technology applications and can take quality and safety aspects into account in accordance with the principles of sustainable development.

Content (course unit)

The course topics include principles of components, systems and design of automation applications with main focus on power transfer, control systems and sensor technologies. Main principles of cost effective, high quality and safe machine automation system design are also covered in the course.

Further information (course unit)

Literature:
WSOY, Pentti Kärkkäinen, Toimi Keinänen:
Automaatiojärjestelmien hydrauliikka ja pneumatiikka
Automaatiojärjestelmien logiikat ja ohjaustekniikat

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

The student is familiar with basic knowledge of automation technology, is able to select the most suitable components with a typical automation system. Manages the basic concepts of automation and performs simple tasks with help.

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

The student is able to choose independently and justifiably among the alternatives of the most suitable actuator, sensor and control solution for the application. Performs independently from simple industry design tasks. Can work actively and constructively in the group.

Assessment criteria, excellent (5) (course unit)

The student presents justified actuator, sensor and control solutions for more challenging automation systems and is able to analyze the effects of the choices in a versatile way. Can design larger automation systems independently. Performs independently in challenging field tasks. Can develop group activities.

Assessment scale

0-5

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

The student does not master the basic concepts and terms of automation technology. The student is not able to select and dimension basic automation equipment. The student does not perform the simple tasks of automation. The student does not know the basics of professional reporting

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

The student masters the basic knowledge of automation technology, is able to assist in selecting the most suitable components for a typical automation system. Masters the basic concepts of automation and performs simple tasks with assistance. The student knows the basics of professional reporting

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

The student is able to independently and reasonably choose the most suitable actuator, sensor and control solution from the options of the application. Performs simple design tasks in the field independently. Can work actively and constructively in a group. The student is able to report the student is well versed in the basics of professional reporting

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

The student presents substantiated actuator, sensor and control solutions for more challenging automation systems and is able to analyze the effects of choices in a variety of ways. Can design larger automation systems independently. Performs independently challenging tasks in the field. Can develop group activities. The student is able to report the student masters the basics of professional reporting very well

Objectives (course unit)

The student knows the basics, components and possibilities of use of automation systems.
The student is able to choose basic components and is able to design simple automation systems
The student knows how to use the control systems and the basic principles of programming
The student recognizes the effects of digitalisation development in the design and implementation of automation technology applications and can take quality and safety aspects into account in accordance with the principles of sustainable development.

Content (course unit)

The course topics include principles of components, systems and design of automation applications with main focus on power transfer, control systems and sensor technologies. Main principles of cost effective, high quality and safe machine automation system design are also covered in the course.

Further information (course unit)

Literature:
WSOY, Pentti Kärkkäinen, Toimi Keinänen:
Automaatiojärjestelmien hydrauliikka ja pneumatiikka
Automaatiojärjestelmien logiikat ja ohjaustekniikat

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

The student is familiar with basic knowledge of automation technology, is able to select the most suitable components with a typical automation system. Manages the basic concepts of automation and performs simple tasks with help.

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

The student is able to choose independently and justifiably among the alternatives of the most suitable actuator, sensor and control solution for the application. Performs independently from simple industry design tasks. Can work actively and constructively in the group.

Assessment criteria, excellent (5) (course unit)

The student presents justified actuator, sensor and control solutions for more challenging automation systems and is able to analyze the effects of the choices in a versatile way. Can design larger automation systems independently. Performs independently in challenging field tasks. Can develop group activities.

Assessment scale

0-5

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

The student does not master the basic concepts and terms of automation technology. The student is not able to select and dimension basic automation equipment. The student does not perform the simple tasks of automation. The student does not know the basics of professional reporting

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

The student masters the basic knowledge of automation technology, is able to assist in selecting the most suitable components for a typical automation system. Masters the basic concepts of automation and performs simple tasks with assistance. The student knows the basics of professional reporting

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

The student is able to independently and reasonably choose the most suitable actuator, sensor and control solution from the options of the application. Performs simple design tasks in the field independently. Can work actively and constructively in a group. The student is able to report the student is well versed in the basics of professional reporting

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

The student presents substantiated actuator, sensor and control solutions for more challenging automation systems and is able to analyze the effects of choices in a variety of ways. Can design larger automation systems independently. Performs independently challenging tasks in the field. Can develop group activities. The student is able to report the student masters the basics of professional reporting very well

Objectives (course unit)

The student masters the basic knowledge and skills of efficient 3-dimensional modeling technology and recognizes and is able to use the integrated PDM system. Students are able to use basic drawing signs, create sub-assemblies and structures.

Content (course unit)

The course will practice the right and effective modeling techniques using commonly used operations (eg Revolve, Extrude, Swept, etc.). At the same time, the PDM's efficient and correct use is practiced in modeling, and the modeled parts, for example, produce. welding and various sub-assemblies. The modeled parts finally produce a modular product. The course uses the use of standard components as part of assemblies. The course includes basic drawings with measuring machining and welding marks, and at least a drawing of the turning and welded part, as well as a drawing with part lists.

Further information (course unit)

SolidWorks software and SolidWorks PDM system are used as a design program.

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

Students recognize the basic concepts and commands used in 3D design. The student knows the ways to produce 3-dimensional geometry with the design program and performs the given modeling and drawing tasks, if necessary assisted. The student recognizes the benefits of the PDM system in the design process and is able to use the system. The student recognizes basic welding and machining marks and can add them to the drawings.

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

The student is able to produce good 3-dimensional geometry and, as a rule, perform independently from the given modeling and drawing tasks. The student recognizes the benefits of the PDM system and utilizes the system at different stages of the design process. The student is able to produce an assembly that is modeling and manufacturing. The student is able to use and dimension flat welds, and to produce machining drawings.

Assessment criteria, excellent (5) (course unit)

The student produces flawless 3-dimensional geometry and independently performs the given tasks. The student uses the PDM system effectively and the student recognizes the meaning of the product structure and is able to produce eg flawless design and attribute data. The student's design data is excellent in manufacturing and can be manufactured efficiently. The drawings produced by the student are almost error-free.

Assessment scale

0-5

Objectives (course unit)

The student masters the basic knowledge and skills of efficient 3-dimensional modeling technology and recognizes and is able to use the integrated PDM system. Students are able to use basic drawing signs, create sub-assemblies and structures.

Content (course unit)

The course will practice the right and effective modeling techniques using commonly used operations (eg Revolve, Extrude, Swept, etc.). At the same time, the PDM's efficient and correct use is practiced in modeling, and the modeled parts, for example, produce. welding and various sub-assemblies. The modeled parts finally produce a modular product. The course uses the use of standard components as part of assemblies. The course includes basic drawings with measuring machining and welding marks, and at least a drawing of the turning and welded part, as well as a drawing with part lists.

Further information (course unit)

SolidWorks software and SolidWorks PDM system are used as a design program.

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

Students recognize the basic concepts and commands used in 3D design. The student knows the ways to produce 3-dimensional geometry with the design program and performs the given modeling and drawing tasks, if necessary assisted. The student recognizes the benefits of the PDM system in the design process and is able to use the system. The student recognizes basic welding and machining marks and can add them to the drawings.

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

The student is able to produce good 3-dimensional geometry and, as a rule, perform independently from the given modeling and drawing tasks. The student recognizes the benefits of the PDM system and utilizes the system at different stages of the design process. The student is able to produce an assembly that is modeling and manufacturing. The student is able to use and dimension flat welds, and to produce machining drawings.

Assessment criteria, excellent (5) (course unit)

The student produces flawless 3-dimensional geometry and independently performs the given tasks. The student uses the PDM system effectively and the student recognizes the meaning of the product structure and is able to produce eg flawless design and attribute data. The student's design data is excellent in manufacturing and can be manufactured efficiently. The drawings produced by the student are almost error-free.

Assessment scale

0-5

Objectives (course unit)

The student masters the basic knowledge and skills of efficient 3-dimensional modeling technology and recognizes and is able to use the integrated PDM system. Students are able to use basic drawing signs, create sub-assemblies and structures.

Content (course unit)

The course will practice the right and effective modeling techniques using commonly used operations (eg Revolve, Extrude, Swept, etc.). At the same time, the PDM's efficient and correct use is practiced in modeling, and the modeled parts, for example, produce. welding and various sub-assemblies. The modeled parts finally produce a modular product. The course uses the use of standard components as part of assemblies. The course includes basic drawings with measuring machining and welding marks, and at least a drawing of the turning and welded part, as well as a drawing with part lists.

Further information (course unit)

SolidWorks software and SolidWorks PDM system are used as a design program.

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

Students recognize the basic concepts and commands used in 3D design. The student knows the ways to produce 3-dimensional geometry with the design program and performs the given modeling and drawing tasks, if necessary assisted. The student recognizes the benefits of the PDM system in the design process and is able to use the system. The student recognizes basic welding and machining marks and can add them to the drawings.

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

The student is able to produce good 3-dimensional geometry and, as a rule, perform independently from the given modeling and drawing tasks. The student recognizes the benefits of the PDM system and utilizes the system at different stages of the design process. The student is able to produce an assembly that is modeling and manufacturing. The student is able to use and dimension flat welds, and to produce machining drawings.

Assessment criteria, excellent (5) (course unit)

The student produces flawless 3-dimensional geometry and independently performs the given tasks. The student uses the PDM system effectively and the student recognizes the meaning of the product structure and is able to produce eg flawless design and attribute data. The student's design data is excellent in manufacturing and can be manufactured efficiently. The drawings produced by the student are almost error-free.

Assessment scale

0-5

Objectives (course unit)

The student masters the basic knowledge and skills of efficient 3-dimensional modeling technology and recognizes and is able to use the integrated PDM system. Students are able to use basic drawing signs, create sub-assemblies and structures.

Content (course unit)

The course will practice the right and effective modeling techniques using commonly used operations (eg Revolve, Extrude, Swept, etc.). At the same time, the PDM's efficient and correct use is practiced in modeling, and the modeled parts, for example, produce. welding and various sub-assemblies. The modeled parts finally produce a modular product. The course uses the use of standard components as part of assemblies. The course includes basic drawings with measuring machining and welding marks, and at least a drawing of the turning and welded part, as well as a drawing with part lists.

Further information (course unit)

SolidWorks software and SolidWorks PDM system are used as a design program.

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

Students recognize the basic concepts and commands used in 3D design. The student knows the ways to produce 3-dimensional geometry with the design program and performs the given modeling and drawing tasks, if necessary assisted. The student recognizes the benefits of the PDM system in the design process and is able to use the system. The student recognizes basic welding and machining marks and can add them to the drawings.

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

The student is able to produce good 3-dimensional geometry and, as a rule, perform independently from the given modeling and drawing tasks. The student recognizes the benefits of the PDM system and utilizes the system at different stages of the design process. The student is able to produce an assembly that is modeling and manufacturing. The student is able to use and dimension flat welds, and to produce machining drawings.

Assessment criteria, excellent (5) (course unit)

The student produces flawless 3-dimensional geometry and independently performs the given tasks. The student uses the PDM system effectively and the student recognizes the meaning of the product structure and is able to produce eg flawless design and attribute data. The student's design data is excellent in manufacturing and can be manufactured efficiently. The drawings produced by the student are almost error-free.

Assessment scale

0-5

Objectives (course unit)

The student can effectively use the 3D design program and the integrated PDM system. The student is able to use various modeling possibilities in a versatile way and to identify eg. Importance of subconfiguration in product structure management. The student is able to use additional modules in the design program for strength calculation, visualization and surface modeling.
The student is able to use geometric tolerances, surface markings and welding marks so that the products are fit for purpose and can be manufactured in a cost-effective manner. The student identifies new technologies, including: the opportunities offered by virtual reality and laser scanning and are able to utilize them in the design process.

Content (course unit)

The course improves and extends the modeling options (Loft, Surface, Shell, etc.). The course builds on computer-aided design 1 models and aims to build a product family that uses components that are optimized with SolidWorks-Simulation. The product uses so-called Advanced Mate commands for creating various mobile constructs. The finished product family is examined virtually (HTC Vive), among others. for optimum ergonomics. Finally, the product is visualized with a visualization program.

Further information (course unit)

SolidWorks software with integrated Simulation and Visualize add-ons as well as SolidworksPDM as PDM system is used as a design program.

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

The student produces 3-dimensional geometry independently, and the functional product structure with attribute information, if necessary assisted. The student is able to use and recognize the benefits of library components and is able to help build constructs that work with them. The student is able to add more common drawing symbols in use, and guided by strength calculation data and visualization images. The student recognizes the benefits of virtual reality and laser scanning.

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

Students produce 3-dimensional geometry efficiently and operate a product structure with its subconfiguration and attribute information independently. Students use library components independently and produce constructs that work on them. The student is able to use almost all the drawings in use. good design, and independently produce strength calculation data and visualization images, and make assumptions and decisions based on them to change the design. The student recognizes the benefits of virtual reality and laser scanning and can use the data obtained during the design process.

Assessment criteria, excellent (5) (course unit)

The student produces 3-dimensional geometry efficiently and flawlessly. Students identify and use different sub-assemblies effectively to achieve complete product structure attribute information. Students use library components independently and, if necessary, select and search for new library components to achieve optimal construction. The student is able to use almost all the drawings in use. with excellent design, and independently produce strength calculation data and visualization images, and make real and functional assumptions and decisions based on them. The student understands the benefits of virtual reality and laser scanning and can use the data effectively during the design process.

Assessment scale

0-5

Objectives (course unit)

The student can effectively use the 3D design program and the integrated PDM system. The student is able to use various modeling possibilities in a versatile way and to identify eg. Importance of subconfiguration in product structure management. The student is able to use additional modules in the design program for strength calculation, visualization and surface modeling.
The student is able to use geometric tolerances, surface markings and welding marks so that the products are fit for purpose and can be manufactured in a cost-effective manner. The student identifies new technologies, including: the opportunities offered by virtual reality and laser scanning and are able to utilize them in the design process.

Content (course unit)

The course improves and extends the modeling options (Loft, Surface, Shell, etc.). The course builds on computer-aided design 1 models and aims to build a product family that uses components that are optimized with SolidWorks-Simulation. The product uses so-called Advanced Mate commands for creating various mobile constructs. The finished product family is examined virtually (HTC Vive), among others. for optimum ergonomics. Finally, the product is visualized with a visualization program.

Further information (course unit)

SolidWorks software with integrated Simulation and Visualize add-ons as well as SolidworksPDM as PDM system is used as a design program.

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

The student produces 3-dimensional geometry independently, and the functional product structure with attribute information, if necessary assisted. The student is able to use and recognize the benefits of library components and is able to help build constructs that work with them. The student is able to add more common drawing symbols in use, and guided by strength calculation data and visualization images. The student recognizes the benefits of virtual reality and laser scanning.

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

Students produce 3-dimensional geometry efficiently and operate a product structure with its subconfiguration and attribute information independently. Students use library components independently and produce constructs that work on them. The student is able to use almost all the drawings in use. good design, and independently produce strength calculation data and visualization images, and make assumptions and decisions based on them to change the design. The student recognizes the benefits of virtual reality and laser scanning and can use the data obtained during the design process.

Assessment criteria, excellent (5) (course unit)

The student produces 3-dimensional geometry efficiently and flawlessly. Students identify and use different sub-assemblies effectively to achieve complete product structure attribute information. Students use library components independently and, if necessary, select and search for new library components to achieve optimal construction. The student is able to use almost all the drawings in use. with excellent design, and independently produce strength calculation data and visualization images, and make real and functional assumptions and decisions based on them. The student understands the benefits of virtual reality and laser scanning and can use the data effectively during the design process.

Assessment scale

0-5

Objectives (course unit)

The student can effectively use the 3D design program and the integrated PDM system. The student is able to use various modeling possibilities in a versatile way and to identify eg. Importance of subconfiguration in product structure management. The student is able to use additional modules in the design program for strength calculation, visualization and surface modeling.
The student is able to use geometric tolerances, surface markings and welding marks so that the products are fit for purpose and can be manufactured in a cost-effective manner. The student identifies new technologies, including: the opportunities offered by virtual reality and laser scanning and are able to utilize them in the design process.

Content (course unit)

The course improves and extends the modeling options (Loft, Surface, Shell, etc.). The course builds on computer-aided design 1 models and aims to build a product family that uses components that are optimized with SolidWorks-Simulation. The product uses so-called Advanced Mate commands for creating various mobile constructs. The finished product family is examined virtually (HTC Vive), among others. for optimum ergonomics. Finally, the product is visualized with a visualization program.

Further information (course unit)

SolidWorks software with integrated Simulation and Visualize add-ons as well as SolidworksPDM as PDM system is used as a design program.

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

The student produces 3-dimensional geometry independently, and the functional product structure with attribute information, if necessary assisted. The student is able to use and recognize the benefits of library components and is able to help build constructs that work with them. The student is able to add more common drawing symbols in use, and guided by strength calculation data and visualization images. The student recognizes the benefits of virtual reality and laser scanning.

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

Students produce 3-dimensional geometry efficiently and operate a product structure with its subconfiguration and attribute information independently. Students use library components independently and produce constructs that work on them. The student is able to use almost all the drawings in use. good design, and independently produce strength calculation data and visualization images, and make assumptions and decisions based on them to change the design. The student recognizes the benefits of virtual reality and laser scanning and can use the data obtained during the design process.

Assessment criteria, excellent (5) (course unit)

The student produces 3-dimensional geometry efficiently and flawlessly. Students identify and use different sub-assemblies effectively to achieve complete product structure attribute information. Students use library components independently and, if necessary, select and search for new library components to achieve optimal construction. The student is able to use almost all the drawings in use. with excellent design, and independently produce strength calculation data and visualization images, and make real and functional assumptions and decisions based on them. The student understands the benefits of virtual reality and laser scanning and can use the data effectively during the design process.

Assessment scale

0-5

Objectives (course unit)

The student can effectively use the 3D design program and the integrated PDM system. The student is able to use various modeling possibilities in a versatile way and to identify eg. Importance of subconfiguration in product structure management. The student is able to use additional modules in the design program for strength calculation, visualization and surface modeling.
The student is able to use geometric tolerances, surface markings and welding marks so that the products are fit for purpose and can be manufactured in a cost-effective manner. The student identifies new technologies, including: the opportunities offered by virtual reality and laser scanning and are able to utilize them in the design process.

Content (course unit)

The course improves and extends the modeling options (Loft, Surface, Shell, etc.). The course builds on computer-aided design 1 models and aims to build a product family that uses components that are optimized with SolidWorks-Simulation. The product uses so-called Advanced Mate commands for creating various mobile constructs. The finished product family is examined virtually (HTC Vive), among others. for optimum ergonomics. Finally, the product is visualized with a visualization program.

Further information (course unit)

SolidWorks software with integrated Simulation and Visualize add-ons as well as SolidworksPDM as PDM system is used as a design program.

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

The student produces 3-dimensional geometry independently, and the functional product structure with attribute information, if necessary assisted. The student is able to use and recognize the benefits of library components and is able to help build constructs that work with them. The student is able to add more common drawing symbols in use, and guided by strength calculation data and visualization images. The student recognizes the benefits of virtual reality and laser scanning.

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

Students produce 3-dimensional geometry efficiently and operate a product structure with its subconfiguration and attribute information independently. Students use library components independently and produce constructs that work on them. The student is able to use almost all the drawings in use. good design, and independently produce strength calculation data and visualization images, and make assumptions and decisions based on them to change the design. The student recognizes the benefits of virtual reality and laser scanning and can use the data obtained during the design process.

Assessment criteria, excellent (5) (course unit)

The student produces 3-dimensional geometry efficiently and flawlessly. Students identify and use different sub-assemblies effectively to achieve complete product structure attribute information. Students use library components independently and, if necessary, select and search for new library components to achieve optimal construction. The student is able to use almost all the drawings in use. with excellent design, and independently produce strength calculation data and visualization images, and make real and functional assumptions and decisions based on them. The student understands the benefits of virtual reality and laser scanning and can use the data effectively during the design process.

Assessment scale

0-5

Objectives (course unit)

The student understands basic principles, of modeling and utilising of models in the CAM programming. The student can supplement basic information needed in the manufacturing to the model. The student can model the part so that valmisruksen will be felt from it according to the demands to omit some of the features. The student understands the significance of the location of the zero and can place in a functional place from the point of view of its making.

Content (course unit)

Basic principles of the solid modeling thinking of programming and manufacturing structure of the feature tree and features together joining, determination of the zero of the programming and investing in the model, fastening of the part.

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

The student recognizes and understands the importance of sustainable development in CAD / CAM modeling. The student knows how to make a 3D model with CAD software, preform and assembly into the fastener. The student understands the meaning of the structure and clarity of the model.

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

The student knows well and can use different methods in modeling the features of a song. The student is able to utilize apugeometry and reference elements to avoid interrelations between features. The student is able to take into account the requirements of the manufacturing process in modeling. The student is able to make full use of the features of CAD.

Assessment criteria, excellent (5) (course unit)

The student masters the modeling and assembly perfectly and creates a model that can be easily updated and edited. The student is able to construct a clearly structured model and assembly with the fasteners needed for CAM programming. Students are able to apply alternative modeling methods for modeling problem areas. Students are able to apply their skills in solving and solving various problems independently.

Assessment scale

0-5

Objectives (course unit)

The student can make the CNC program with the CAM software. The student can phase the production part and can choose the suitable tools do to it. The student can create a new tool and can add it to the tool library. The student can variate different programming methods for different part features. The student can find programming faults and fix and also can correct them.

Content (course unit)

CAM programming, phasing of the cutting proccess. fastening of the part, definition of the tool and processing values, approaching businesses and going away businesses of the processing, postprosessorointi, transfer of the program to the machine tool.

Prerequisites (course unit)

CAD/CAM-modelling

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

The student recognizes and understands the importance of sustainable development in CAD / CAM programming. The student knows how to make a CNC program with CAM software. The student is able to phase out the production and choose the appropriate tools. The student can create a new tool and add it to the tool library.

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

The student knows well and is able to use different machining methods in programming the features of a paragraph. The student knows how to apply for programming errors and fix them. The student is able to take into account the importance of cost-effectiveness in programming and is able to minimize material waste in accordance with the principles of sustainable development. The student is able to solve and solve manufacturing problems independently in simple cases.

Assessment criteria, excellent (5) (course unit)

The student is excellent at mastering and transferring programs digitally through the network to machine tools. The student is able to utilize and apply a digital model in the design (digital twin = digital twin). Students are able to apply their skills in solving and solving various problems independently.

Assessment scale

0-5

Objectives (course unit)

The student masters the use of modern tools in the design and development tasks of mechanical products and understands the significance of the high-quality design. The student masters the 3D modeling, the creation of the product structure which is in accordance with the demands, the production of 2D drawings, data transfer between the systems, the creation of sheet metal parts, the modeling and use of mechanisms in virtual machine design.

Content (course unit)

3D modeling (parts, assemblies), production of drawings, data transfer between the systems, sheet metal parts, mechanisms, product structure, virtual machine design.

Prerequisites (course unit)

Student has basic skills to design machine components and can design with CAE (in 2D and 3D).

Further information (course unit)

Launguage of lecturing: English

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

The student masters the use of modern tools in the design and development tasks of mechanical products with modern assistance. The students understands the significance of the high-quality design.

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

The student masters the use of modern tools in the design and development tasks of mechanical products and understands the significance of the high-quality design. The student masters the 3D modelling, the creation of the product structure which is in accordance with the demands.

Assessment criteria, excellent (5) (course unit)

The student masters excellent the use of modern tools in the design and development tasks of mechanical products and understands the significance of the high-quality design. The student masters excellent the 3D modelling, the creation of the product structure which is in accordance with the demands.

Exam schedules

None.

Assessment methods and criteria

In the first place, the returning of the course assignments will be done in the classroom. The assignments are graded in points, which contribute to total points. The basis of grading for each assignment will be described in Moodle. Returning late reduces points. The final grade is calculated from the total points. The point limits for acceptance and grades will be announced in Moodle.

Assessment scale

0-5

Teaching methods

Classroom teaching. Weekly exercises contribute to the course assignment, so attendance is recommended.

Learning materials

Course material is published in Moodle and students will receive a key to learning video portal.

Recommended literature: standards about mechanical design.

Student workload

Course requires long and exacting independent work between the classes.

Content scheduling

Teaching sessions are divided thematically. Each session begins with theory and possible examples. After this guidance is provided for the exercises.

Completion alternatives

To be agreed.

Practical training and working life cooperation

Is possible.

International connections

The course is bilingual, if any exchange students attend.

Further information

The used software can also be installed on your own computer.

Objectives (course unit)

The student masters the use of modern tools in the design and development tasks of mechanical products and understands the significance of the high-quality design. The student masters the 3D modeling, the creation of the product structure which is in accordance with the demands, the production of 2D drawings, data transfer between the systems, the creation of sheet metal parts, the modeling and use of mechanisms in virtual machine design.

Content (course unit)

3D modeling (parts, assemblies), production of drawings, data transfer between the systems, sheet metal parts, mechanisms, product structure, virtual machine design.

Prerequisites (course unit)

Student has basic skills to design machine components and can design with CAE (in 2D and 3D).

Further information (course unit)

Launguage of lecturing: English

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

The student masters the use of modern tools in the design and development tasks of mechanical products with modern assistance. The students understands the significance of the high-quality design.

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

The student masters the use of modern tools in the design and development tasks of mechanical products and understands the significance of the high-quality design. The student masters the 3D modelling, the creation of the product structure which is in accordance with the demands.

Assessment criteria, excellent (5) (course unit)

The student masters excellent the use of modern tools in the design and development tasks of mechanical products and understands the significance of the high-quality design. The student masters excellent the 3D modelling, the creation of the product structure which is in accordance with the demands.

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)

The student knows the laws governing the mechanical behavior of a moving body. The student is able to find out the simple part of the machine or the structure and the dynamic loads and strain on the part.

Content (course unit)

Geometric motion (kinematics) and physical motion (kinetics) of a rigid body.
Applications for leveling dynamics problems. Single Frequency Vibrations.

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

The student recognizes the mechanical behavior of the moving body, dominated by the most important basic concepts and quantities of dynamics. The student is aware of the laws governing dynamic business space and performs the given calculations, assisted if necessary.

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

The students is familiar with the laws governing dynamic behavior and are able to perform independently the assigned tasks. The student will be able to identify the dynamic part of the machine or the dynamic motion of Newton's mechanics, as well as the dynamic loads and strain on the part.

Assessment criteria, excellent (5) (course unit)

The student is well versed in all aspects of Dynamics and is able to independently apply his / her skills in solving various structural stress situations, determining strengths and strain, as well as calculating basic freedoms for free and forced vibration.

Assessment scale

0-5

Objectives (course unit)

The student knows the laws governing the mechanical behavior of a moving body. The student is able to find out the simple part of the machine or the structure and the dynamic loads and strain on the part.

Content (course unit)

Geometric motion (kinematics) and physical motion (kinetics) of a rigid body.
Applications for leveling dynamics problems. Single Frequency Vibrations.

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

The student recognizes the mechanical behavior of the moving body, dominated by the most important basic concepts and quantities of dynamics. The student is aware of the laws governing dynamic business space and performs the given calculations, assisted if necessary.

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

The students is familiar with the laws governing dynamic behavior and are able to perform independently the assigned tasks. The student will be able to identify the dynamic part of the machine or the dynamic motion of Newton's mechanics, as well as the dynamic loads and strain on the part.

Assessment criteria, excellent (5) (course unit)

The student is well versed in all aspects of Dynamics and is able to independently apply his / her skills in solving various structural stress situations, determining strengths and strain, as well as calculating basic freedoms for free and forced vibration.

Assessment scale

0-5

Objectives (course unit)

The student knows the laws governing the mechanical behavior of a moving body. The student is able to find out the simple part of the machine or the structure and the dynamic loads and strain on the part.

Content (course unit)

Geometric motion (kinematics) and physical motion (kinetics) of a rigid body.
Applications for leveling dynamics problems. Single Frequency Vibrations.

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

The student recognizes the mechanical behavior of the moving body, dominated by the most important basic concepts and quantities of dynamics. The student is aware of the laws governing dynamic business space and performs the given calculations, assisted if necessary.

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

The students is familiar with the laws governing dynamic behavior and are able to perform independently the assigned tasks. The student will be able to identify the dynamic part of the machine or the dynamic motion of Newton's mechanics, as well as the dynamic loads and strain on the part.

Assessment criteria, excellent (5) (course unit)

The student is well versed in all aspects of Dynamics and is able to independently apply his / her skills in solving various structural stress situations, determining strengths and strain, as well as calculating basic freedoms for free and forced vibration.

Assessment scale

0-5

Objectives (course unit)

The student knows the laws governing the mechanical behavior of a moving body. The student is able to find out the simple part of the machine or the structure and the dynamic loads and strain on the part.

Content (course unit)

Geometric motion (kinematics) and physical motion (kinetics) of a rigid body.
Applications for leveling dynamics problems. Single Frequency Vibrations.

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

The student recognizes the mechanical behavior of the moving body, dominated by the most important basic concepts and quantities of dynamics. The student is aware of the laws governing dynamic business space and performs the given calculations, assisted if necessary.

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

The students is familiar with the laws governing dynamic behavior and are able to perform independently the assigned tasks. The student will be able to identify the dynamic part of the machine or the dynamic motion of Newton's mechanics, as well as the dynamic loads and strain on the part.

Assessment criteria, excellent (5) (course unit)

The student is well versed in all aspects of Dynamics and is able to independently apply his / her skills in solving various structural stress situations, determining strengths and strain, as well as calculating basic freedoms for free and forced vibration.

Assessment scale

0-5

Objectives (course unit)

The student will get a deep knowledge in the theoretical basis of the finite element method and is widely able to perform FEM-analyses of structures and machine parts under static loading conditions. The student will learn to perform dynamical and nonlinear analyses, can solve eigenvalues and -modes and analyse the stability of the structure by FEM-program. The student will get conception of the handling of compound structures and large models. Student is able to analyse measurements with FEA.

Content (course unit)

The basic equations of the finite element method in elasticity. Interpolation and numerical integration. The finite element method of two- and three-dimensional solid bodies. The finite element method of plates and shells. Solving linear dynamical problem by FEM. Stability analysis. Eigenvalues and -modes. Nonlinear problems. Compound structures. Large FEM-models. Laroratory measurements exersices and result analysis.

Prerequisites (course unit)

Prerequisites: The student knows the principles of statics, dynamics and strength of materials and is familiar with the basics of the theory of elasticity and the theory of plates and shells. The student has previous experience in using a FEM-program.

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

Identifies the basic concepts of the general element method and performs the given tasks under supervision. Controls the basic use of FEM software.

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

Is able to utilize the theory of the element method in FEM calculation and performs dynamic and nonlinear analyzes independently with FEM software. Can evaluate the results of calculations.

Assessment criteria, excellent (5) (course unit)

Understands the structure of general element method theory. Can use FEM software creatively, finding different ways of working.

Exam schedules

Exam is replaced with homework assignments

Assessment scale

0-5

Learning materials

Material in Moodle
J.N. Reddy: An Introduction to Finite Element Method
https://andor.tuni.fi/permalink/358FIN_TAMPO/176jdvt/cdi_mcgrawhill_accessengineeringlibrary_scn00100358

Student workload

Lecture topics:
Mathematical preliminaries and classical variational methods. 1D- and 2D-interpolation. Numeriacal interpolation. 2D- and 3D solid elements.
Computer exercises:
Course includes three learning assignments. Assingments are done and reported in groups of two. Reports are graded with points. Maximum amount of points from assinments is 3x10=30 point. To pass the course minimum of 10 points is required from the assingments.
Homework:
Homework assignments are graded with points. Maximum amount of points from assinments is 5x5=25 point. To pass the course minimum of 10 points is required from the homework assingments.

Objectives (course unit)

The student is familiar with the theoretical basis of the finite element method and can analyze structures and machine parts under static loading conditions using a typical FEM-program. The student will master the basic concepts of the finite element method, will know the most important element types, is able to utilize the results of FEM-analysis and will know the structure of a typical FEM-program. The student is familiar with the theory of the direct finite element method of trusses and frames and gets practice in applying the finite element method to two- and three-dimensional solid bodies.

Content (course unit)

Basic concepts of the finite element method, element types and results of the FEM-analysis. The structure of a typical FEM-program and its line of action. The direct finite element method of trusses and frames. Using a FEM-program in practice.

Prerequisites (course unit)

Prerequisites: The student knows the principles of statics and strength of materials and is familiar with the basics of the theory of elasticity.

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

The student knows the basic ideas of the element method. The student knows the theory of the elemental method of lattice and frame structures. The student is able to solve the tasks of calculating structures and machine parts using the elementary method of linear statics. The student recognizes the limitations of the element method and their effect. The student is somewhat motivated, takes responsibility for his / her performance, knows how to work in the group and gives and receives feedback.

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

The student knows the basic ideas of the element method well. The student understands the theory of the element method of lattice and frame structures. The student is able to independently solve the calculation tasks of structures and machine parts using the elementary method of linear statics. The student understands the limitations of the element method and is able to describe their effect. Students are motivated, take responsibility for their own and team performance and are able to constructively give and receive feedback.

Assessment criteria, excellent (5) (course unit)

The student knows the basic ideas of the element method. The student knows the theory of the element method of lattice and frame structures and is able to apply it to practice. The student is able to independently solve the calculation tasks of structures and machine parts using the elementary method of linear statics. The student understands the constraints of the element method and can reasonably describe their effect. Students are highly motivated, committed to taking responsibility for their own and group performance, and are able to systematically use feedback as a tool for professional growth.

Assessment scale

0-5

Objectives (course unit)

The student is familiar with the theoretical basis of the finite element method and can analyze structures and machine parts under static loading conditions using a typical FEM-program. The student will master the basic concepts of the finite element method, will know the most important element types, is able to utilize the results of FEM-analysis and will know the structure of a typical FEM-program. The student is familiar with the theory of the direct finite element method of trusses and frames and gets practice in applying the finite element method to two- and three-dimensional solid bodies.

Content (course unit)

Basic concepts of the finite element method, element types and results of the FEM-analysis. The structure of a typical FEM-program and its line of action. The direct finite element method of trusses and frames. Using a FEM-program in practice.

Prerequisites (course unit)

Prerequisites: The student knows the principles of statics and strength of materials and is familiar with the basics of the theory of elasticity.

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

The student knows the basic ideas of the element method. The student knows the theory of the elemental method of lattice and frame structures. The student is able to solve the tasks of calculating structures and machine parts using the elementary method of linear statics. The student recognizes the limitations of the element method and their effect. The student is somewhat motivated, takes responsibility for his / her performance, knows how to work in the group and gives and receives feedback.

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

The student knows the basic ideas of the element method well. The student understands the theory of the element method of lattice and frame structures. The student is able to independently solve the calculation tasks of structures and machine parts using the elementary method of linear statics. The student understands the limitations of the element method and is able to describe their effect. Students are motivated, take responsibility for their own and team performance and are able to constructively give and receive feedback.

Assessment criteria, excellent (5) (course unit)

The student knows the basic ideas of the element method. The student knows the theory of the element method of lattice and frame structures and is able to apply it to practice. The student is able to independently solve the calculation tasks of structures and machine parts using the elementary method of linear statics. The student understands the constraints of the element method and can reasonably describe their effect. Students are highly motivated, committed to taking responsibility for their own and group performance, and are able to systematically use feedback as a tool for professional growth.

Assessment scale

0-5

Objectives (course unit)

Students are able to:
- calculate conductive energy through objects
- calculate convective energy in tubular flows
- calculate simplified radiative enegy
- calculate energy sums in heat transfer
- calculate pressure drop in tubular flows
- formulate and solve energy balance equations

Content (course unit)

Conduction, convection, radiation, combined heat transfer, pressure drop, and energy balance equations. Examples of equipments include steam power plant, gas trubine power plant, engines, pumps and blowers.

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

The student is able to identify the main principles, basic concepts and phenomena of energy production and use. The student is motivated enough to take responsibility for his/her own performance, know how to act in the group and give and receive feedback.

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

Students are familiar with the main principles, basic concepts and phenomena of energy production and use, and are able to justify and apply their learning. Students are clearly motivated, take responsibility for their own and team performance and are able to constructively give and receive feedback.

Assessment criteria, excellent (5) (course unit)

The student knows and understands widely the main principles, basic concepts and phenomena of energy production and use. The student is able not only to justify and apply his / her learning, but also to critically evaluate his / her own solutions. Students are highly motivated, committed to taking responsibility for their own and group performance, and are able to systematically use feedback as a tool for professional growth.

Assessment scale

0-5

Objectives (course unit)

Students are able to:
- calculate conductive energy through objects
- calculate convective energy in tubular flows
- calculate simplified radiative enegy
- calculate energy sums in heat transfer
- calculate pressure drop in tubular flows
- formulate and solve energy balance equations

Content (course unit)

Conduction, convection, radiation, combined heat transfer, pressure drop, and energy balance equations. Examples of equipments include steam power plant, gas trubine power plant, engines, pumps and blowers.

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

The student is able to identify the main principles, basic concepts and phenomena of energy production and use. The student is motivated enough to take responsibility for his/her own performance, know how to act in the group and give and receive feedback.

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

Students are familiar with the main principles, basic concepts and phenomena of energy production and use, and are able to justify and apply their learning. Students are clearly motivated, take responsibility for their own and team performance and are able to constructively give and receive feedback.

Assessment criteria, excellent (5) (course unit)

The student knows and understands widely the main principles, basic concepts and phenomena of energy production and use. The student is able not only to justify and apply his / her learning, but also to critically evaluate his / her own solutions. Students are highly motivated, committed to taking responsibility for their own and group performance, and are able to systematically use feedback as a tool for professional growth.

Assessment scale

0-5

Objectives (course unit)

Students are able to:
- calculate conductive energy through objects
- calculate convective energy in tubular flows
- calculate simplified radiative enegy
- calculate energy sums in heat transfer
- calculate pressure drop in tubular flows
- formulate and solve energy balance equations

Content (course unit)

Conduction, convection, radiation, combined heat transfer, pressure drop, and energy balance equations. Examples of equipments include steam power plant, gas trubine power plant, engines, pumps and blowers.

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

The student is able to identify the main principles, basic concepts and phenomena of energy production and use. The student is motivated enough to take responsibility for his/her own performance, know how to act in the group and give and receive feedback.

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

Students are familiar with the main principles, basic concepts and phenomena of energy production and use, and are able to justify and apply their learning. Students are clearly motivated, take responsibility for their own and team performance and are able to constructively give and receive feedback.

Assessment criteria, excellent (5) (course unit)

The student knows and understands widely the main principles, basic concepts and phenomena of energy production and use. The student is able not only to justify and apply his / her learning, but also to critically evaluate his / her own solutions. Students are highly motivated, committed to taking responsibility for their own and group performance, and are able to systematically use feedback as a tool for professional growth.

Assessment scale

0-5

Objectives (course unit)

Students are able to:
- calculate conductive energy through objects
- calculate convective energy in tubular flows
- calculate simplified radiative enegy
- calculate energy sums in heat transfer
- calculate pressure drop in tubular flows
- formulate and solve energy balance equations

Content (course unit)

Conduction, convection, radiation, combined heat transfer, pressure drop, and energy balance equations. Examples of equipments include steam power plant, gas trubine power plant, engines, pumps and blowers.

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

The student is able to identify the main principles, basic concepts and phenomena of energy production and use. The student is motivated enough to take responsibility for his/her own performance, know how to act in the group and give and receive feedback.

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

Students are familiar with the main principles, basic concepts and phenomena of energy production and use, and are able to justify and apply their learning. Students are clearly motivated, take responsibility for their own and team performance and are able to constructively give and receive feedback.

Assessment criteria, excellent (5) (course unit)

The student knows and understands widely the main principles, basic concepts and phenomena of energy production and use. The student is able not only to justify and apply his / her learning, but also to critically evaluate his / her own solutions. Students are highly motivated, committed to taking responsibility for their own and group performance, and are able to systematically use feedback as a tool for professional growth.

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

Student
- knows how to give a simple and comprehensible presentation using ready-made material and tips - copes with simple conversational situations
- understand the main points of normal-paced speech, when the message is repeated if necessary
- pronounces intelligibly most of the time
- writes quite intelligibly
- uses simple basic grammar structures in an understandable way
- uses the basic vocabulary of the field of study so that the basic message is conveyed
- finds the information the student is looking for in texts that deal with familiar topics

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

Student
- can give a clear presentation using helpers
- talks quite fluently
- understand people speaking with different accents when the topic of conversation is familiar
- pronounces quite naturally and clearly
- writes fairly fluently and clearly
- uses grammatical structures mostly correctly and corrects mistakes in language use if they have led to misunderstandings
- understands and uses the vocabulary quite precisely
- understands the main points and most details of the text read

Assessment criteria, excellent (5) (course unit)

Student
- knows how to prepare and deliver a convincing, structured presentation
- talks fluently
- understands relatively easily even people who speak with different accents
- pronounces naturally and clearly
- writes fluently and appropriately
- uses versatile grammar structures and manages them almost flawlessly
- understands and uses vocabulary skillfully and accurately
- understands both the main points and details of even a demanding text

Location and time

According to the schedule on Pakki

Exam schedules

Final exam on the 16th of December 2023.

Assessment methods and criteria

Evaluation is based on the completion the required assignments during the course. Assignments include e.g. a presentation and a creative essay.

Failing to attend enough classes may affect your grade.

All required assignments must be submitted before sitting the final exam.

Assessment scale

0-5

Teaching methods

Contact teaching on-campus and online via Teams according to the schedule on Pakki.
Independent work
Pair and group work
Presentations
Reading, writing, speaking, interacting

Learning materials

All material can be found on Moodle.

Student workload

20 hours of contact teaching
Independent work at home

Content scheduling

1st period: telling about yourself, small talk, travel, grammar
2nd period: presentation practice, field of study, grammar

Completion alternatives

None.

Practical training and working life cooperation

None.

International connections

None.

Further information

You need sufficient skills in Finnish in order to attend this course.
Mandatory participation on 80% of the classes.

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

The student fails to meet the criteria for the grade 1.

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

Student
- knows how to give a simple and comprehensible presentation using ready-made material and tips
- copes with simple conversational situations
- understand the main points of normal-paced speech, when the message is repeated if necessary
- pronounces intelligibly most of the time
- writes quite intelligibly
- uses simple basic grammar structures in an understandable way
- uses the basic vocabulary of the field of study so that the basic message is conveyed
- finds the information the student is looking for in texts that deal with familiar topics

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

Student
- can give a clear presentation using helpers
- talks quite fluently
- understand people speaking with different accents when the topic of conversation is familiar
- pronounces quite naturally and clearly
- writes fairly fluently and clearly
- uses grammatical structures mostly correctly and corrects mistakes in language use if they have led to misunderstandings
- understands and uses the vocabulary quite precisely
- understands the main points and most details of the text read

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

Student
- knows how to prepare and deliver a convincing, structured presentation
- talks fluently
- understands relatively easily even people who speak with different accents
- pronounces naturally and clearly
- writes fluently and appropriately
- uses versatile grammar structures and manages them almost flawlessly
- understands and uses vocabulary skillfully and accurately
- understands both the main points and details of even a demanding text

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

Student
- knows how to give a simple and comprehensible presentation using ready-made material and tips - copes with simple conversational situations
- understand the main points of normal-paced speech, when the message is repeated if necessary
- pronounces intelligibly most of the time
- writes quite intelligibly
- uses simple basic grammar structures in an understandable way
- uses the basic vocabulary of the field of study so that the basic message is conveyed
- finds the information the student is looking for in texts that deal with familiar topics

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

Student
- can give a clear presentation using helpers
- talks quite fluently
- understand people speaking with different accents when the topic of conversation is familiar
- pronounces quite naturally and clearly
- writes fairly fluently and clearly
- uses grammatical structures mostly correctly and corrects mistakes in language use if they have led to misunderstandings
- understands and uses the vocabulary quite precisely
- understands the main points and most details of the text read

Assessment criteria, excellent (5) (course unit)

Student
- knows how to prepare and deliver a convincing, structured presentation
- talks fluently
- understands relatively easily even people who speak with different accents
- pronounces naturally and clearly
- writes fluently and appropriately
- uses versatile grammar structures and manages them almost flawlessly
- understands and uses vocabulary skillfully and accurately
- understands both the main points and details of even a demanding text

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

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

Objectives (course unit)

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

Content (course unit)

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

Prerequisites (course unit)

Basics of Measuring and Reporting

Further information (course unit)

Alternative ways for project learning implementations

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment criteria, pass/fail (course unit)

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

Assessment scale

0-5

Objectives (course unit)

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

Content (course unit)

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

Prerequisites (course unit)

Basics of Measuring and Reporting

Further information (course unit)

Alternative ways for project learning implementations

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment criteria, pass/fail (course unit)

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

Assessment scale

0-5

Objectives (course unit)

Student is able to:
- understand basic terminology of geometry
- calculate areas and volumes of two- and three-dimensional objects
- apply vectors to technical problems
- perform calculations with complex numbers

Content (course unit)

Terminology of Geometry, Solving a Scalene Triangle, Areas and Volumes, Center of Mass of a Plane Region, Similarity, Scale, Vectors and Applications, Complex Numbers.

Prerequisites (course unit)

Orientation for engineering mathematics or similar skills.

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

Student understands the basic concepts of geometry and vector calculations and is able to solve simple applications that are similar to the problems solved during the course. Student is familiar to different forms of complex numbers and is able to perform calculations with them. 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 basic geometrical problems and knows how to apply vectors to technical problems. Student can also explain the methods of her/his solutions. Mathematical notations and concepts are mainly used correctly. Student is able to solve the given exercises independently and also helps other students in the group.

Assessment criteria, excellent (5) (course unit)

In addition, student has an overall understanding of course topics. He/she can solve more demanding 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:
- understand basic terminology of geometry
- calculate areas and volumes of two- and three-dimensional objects
- apply vectors to technical problems
- perform calculations with complex numbers

Content (course unit)

Terminology of Geometry, Solving a Scalene Triangle, Areas and Volumes, Center of Mass of a Plane Region, Similarity, Scale, Vectors and Applications, Complex Numbers.

Prerequisites (course unit)

Orientation for engineering mathematics or similar skills.

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

Student understands the basic concepts of geometry and vector calculations and is able to solve simple applications that are similar to the problems solved during the course. Student is familiar to different forms of complex numbers and is able to perform calculations with them. 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 basic geometrical problems and knows how to apply vectors to technical problems. Student can also explain the methods of her/his solutions. Mathematical notations and concepts are mainly used correctly. Student is able to solve the given exercises independently and also helps other students in the group.

Assessment criteria, excellent (5) (course unit)

In addition, student has an overall understanding of course topics. He/she can solve more demanding 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:
- understand basic terminology of geometry
- calculate areas and volumes of two- and three-dimensional objects
- apply vectors to technical problems
- perform calculations with complex numbers

Content (course unit)

Terminology of Geometry, Solving a Scalene Triangle, Areas and Volumes, Center of Mass of a Plane Region, Similarity, Scale, Vectors and Applications, Complex Numbers.

Prerequisites (course unit)

Orientation for engineering mathematics or similar skills.

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

Student understands the basic concepts of geometry and vector calculations and is able to solve simple applications that are similar to the problems solved during the course. Student is familiar to different forms of complex numbers and is able to perform calculations with them. 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 basic geometrical problems and knows how to apply vectors to technical problems. Student can also explain the methods of her/his solutions. Mathematical notations and concepts are mainly used correctly. Student is able to solve the given exercises independently and also helps other students in the group.

Assessment criteria, excellent (5) (course unit)

In addition, student has an overall understanding of course topics. He/she can solve more demanding 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:
- understand basic terminology of geometry
- calculate areas and volumes of two- and three-dimensional objects
- apply vectors to technical problems
- perform calculations with complex numbers

Content (course unit)

Terminology of Geometry, Solving a Scalene Triangle, Areas and Volumes, Center of Mass of a Plane Region, Similarity, Scale, Vectors and Applications, Complex Numbers.

Prerequisites (course unit)

Orientation for engineering mathematics or similar skills.

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

Student understands the basic concepts of geometry and vector calculations and is able to solve simple applications that are similar to the problems solved during the course. Student is familiar to different forms of complex numbers and is able to perform calculations with them. 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 basic geometrical problems and knows how to apply vectors to technical problems. Student can also explain the methods of her/his solutions. Mathematical notations and concepts are mainly used correctly. Student is able to solve the given exercises independently and also helps other students in the group.

Assessment criteria, excellent (5) (course unit)

In addition, student has an overall understanding of course topics. He/she can solve more demanding 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 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)

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)

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)

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)

Student learns to know the organization and different functions of an industrial company by making some job in it.

Content (course unit)

Industrial training of 4 weeks.
Getting to know the industry's usual work tasks, techniques, occupational safety and different practices in the workplace. The student works at the internship site and draws up a training diary and a traineeship report.

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

.

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

.

Assessment criteria, excellent (5) (course unit)

.

Assessment criteria, pass/fail (course unit)

The first part of the training can be a so-called general practice, which the student performs in an industrial enterprise with a credit of 6 credits. It would be a good idea to have an internship in the field, but at least a technical job. Approved work (4 weeks = 4 * 40 h = 160 h) at the trainee ship and completion and return of the trainee diary and internship report.

Assessment scale

0-5

Objectives (course unit)

Student learns to know the organization and different functions of an industrial company by making some job in it.

Content (course unit)

Industrial training of 4 weeks.
Getting to know the industry's usual work tasks, techniques, occupational safety and different practices in the workplace. The student works at the internship site and draws up a training diary and a traineeship report.

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

.

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

.

Assessment criteria, excellent (5) (course unit)

.

Assessment criteria, pass/fail (course unit)

The first part of the training can be a so-called general practice, which the student performs in an industrial enterprise with a credit of 6 credits. It would be a good idea to have an internship in the field, but at least a technical job. Approved work (4 weeks = 4 * 40 h = 160 h) at the trainee ship and completion and return of the trainee diary and internship report.

Assessment scale

0-5

Objectives (course unit)

A student can utilize basic engineering knowlwdge and skills in practice when working as a practicant in industry.

Content (course unit)

8 weeks industrial training
Working as a student in a professional field as part of a work community. Getting a deeper insight into the usual work tasks, techniques, occupational safety and different practices in your field at work.Training diary and reporting.

Prerequisites (course unit)

Practising plan, practising diary, practising report

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

.

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

.

Assessment criteria, excellent (5) (course unit)

.

Assessment criteria, pass/fail (course unit)

The second part of the internship must be a sectoral work placement, which the student performs in an industrial enterprise with 12 credits. Approved work (8 weeks = 8 * 40 h = 320 h) at the traineeship and completion and return of the trainee diary and traineeship report.

Assessment scale

0-5

Objectives (course unit)

A student can utilize basic engineering knowlwdge and skills in practice when working as a practicant in industry.

Content (course unit)

8 weeks industrial training
Working as a student in a professional field as part of a work community. Getting a deeper insight into the usual work tasks, techniques, occupational safety and different practices in your field at work.Training diary and reporting.

Prerequisites (course unit)

Practising plan, practising diary, practising report

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

.

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

.

Assessment criteria, excellent (5) (course unit)

.

Assessment criteria, pass/fail (course unit)

The second part of the internship must be a sectoral work placement, which the student performs in an industrial enterprise with 12 credits. Approved work (8 weeks = 8 * 40 h = 320 h) at the traineeship and completion and return of the trainee diary and traineeship report.

Assessment scale

0-5

Objectives (course unit)

A student can utilize basic engineering knowlwdge and skills in practice when working as a practicant in industry.

Content (course unit)

8 weeks industrial training
Working as a student in a professional field as part of a work community. Getting a deeper insight into the usual work tasks, techniques, occupational safety and different practices in your field at work.Training diary and reporting.

Prerequisites (course unit)

Practising plan, practising diary, practising report

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

.

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

.

Assessment criteria, excellent (5) (course unit)

.

Assessment criteria, pass/fail (course unit)

The second part of the internship must be a sectoral work placement, which the student performs in an industrial enterprise with 12 credits. Approved work (8 weeks = 8 * 40 h = 320 h) at the traineeship and completion and return of the trainee diary and traineeship report.

Assessment scale

0-5

Objectives (course unit)

A student can utilize basic engineering knowlwdge and skills in practice when working as a practicant in industry.

Content (course unit)

8 weeks industrial training
Working as a student in a professional field as part of a work community. Getting a deeper insight into the usual work tasks, techniques, occupational safety and different practices in your field at work.Training diary and reporting.

Prerequisites (course unit)

Practising plan, practising diary, practising report

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

.

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

.

Assessment criteria, excellent (5) (course unit)

.

Assessment criteria, pass/fail (course unit)

The second part of the internship must be a sectoral work placement, which the student performs in an industrial enterprise with 12 credits. Approved work (8 weeks = 8 * 40 h = 320 h) at the traineeship and completion and return of the trainee diary and traineeship report.

Assessment scale

0-5

Objectives (course unit)

A student can utilize basic engineering knowlwdge and skills in practice when working as a practicant in industry.

Content (course unit)

8 weeks industrial training
Working as a student in a professional field as part of a work community. Getting a deeper insight into the usual work tasks, techniques, occupational safety and different practices in your field at work.Training diary and reporting.

Prerequisites (course unit)

Practising plan, practising diary, practising report

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

.

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

.

Assessment criteria, excellent (5) (course unit)

.

Assessment criteria, pass/fail (course unit)

The second part of the internship must be a sectoral work placement, which the student performs in an industrial enterprise with 12 credits. Approved work (8 weeks = 8 * 40 h = 320 h) at the traineeship and completion and return of the trainee diary and traineeship report.

Assessment scale

0-5

Objectives (course unit)

A student can utilize basic engineering knowlwdge and skills in practice when working as a practicant in industry.

Content (course unit)

8 weeks industrial training
Working as a student in a professional field as part of a work community. Getting a deeper insight into the usual work tasks, techniques, occupational safety and different practices in your field at work.Training diary and reporting.

Prerequisites (course unit)

Practising plan, practising diary, practising report

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

.

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

.

Assessment criteria, excellent (5) (course unit)

.

Assessment criteria, pass/fail (course unit)

The second part of the internship must be a sectoral work placement, which the student performs in an industrial enterprise with 12 credits. Approved work (8 weeks = 8 * 40 h = 320 h) at the traineeship and completion and return of the trainee diary and traineeship report.

Assessment scale

0-5

Objectives (course unit)

A student can utilize basic engineering knowlwdge and skills in practice when working as a practicant in industry.

Content (course unit)

8 weeks industrial training
Working as a student in a professional field as part of a work community. Getting a deeper insight into the usual work tasks, techniques, occupational safety and different practices in your field at work.Training diary and reporting.

Prerequisites (course unit)

Practising plan, practising diary, practising report

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

.

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

.

Assessment criteria, excellent (5) (course unit)

.

Assessment criteria, pass/fail (course unit)

The second part of the internship must be a sectoral work placement, which the student performs in an industrial enterprise with 12 credits. Approved work (8 weeks = 8 * 40 h = 320 h) at the traineeship and completion and return of the trainee diary and traineeship report.

Assessment scale

0-5

Objectives (course unit)

The aim is to combine theory and practice and provide a reality-based insight into the requirements and practices in the field.The student can utilize his/her professional knowledge and skills when working as a practicant in industry.

Content (course unit)

8 weeks professional industrial training in a work supporting the study path.
The student works as a trainee in the field, taking a learning diary and reporting on his / her training. Traineeship is reported in writing after a training session. Students become familiar with organizational structure, management procedures, industry regulations and operational processes.

Prerequisites (course unit)

Traineeship plan and traineeship agreement approved before the traineeship.

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

.

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

.

Assessment criteria, excellent (5) (course unit)

.

Assessment criteria, pass/fail (course unit)

As the progress of the studies progresses, the content of the third part of the internship should approach the future engineering assignments of the study area where the student applies the things he has learned at the polytechnic. In addition to his / her own job, the trainee will familiarize himself / herself with the activities of the company or work community so that he / she can demonstrate this in his / her training report. Approved work (8 weeks = 8*40 h = 320 h) at the traineeship and completion and return of the trainee diary and traineeship report.

Assessment scale

0-5

Objectives (course unit)

The aim is to combine theory and practice and provide a reality-based insight into the requirements and practices in the field.The student can utilize his/her professional knowledge and skills when working as a practicant in industry.

Content (course unit)

8 weeks professional industrial training in a work supporting the study path.
The student works as a trainee in the field, taking a learning diary and reporting on his / her training. Traineeship is reported in writing after a training session. Students become familiar with organizational structure, management procedures, industry regulations and operational processes.

Prerequisites (course unit)

Traineeship plan and traineeship agreement approved before the traineeship.

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

.

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

.

Assessment criteria, excellent (5) (course unit)

.

Assessment criteria, pass/fail (course unit)

As the progress of the studies progresses, the content of the third part of the internship should approach the future engineering assignments of the study area where the student applies the things he has learned at the polytechnic. In addition to his / her own job, the trainee will familiarize himself / herself with the activities of the company or work community so that he / she can demonstrate this in his / her training report. Approved work (8 weeks = 8*40 h = 320 h) at the traineeship and completion and return of the trainee diary and traineeship report.

Assessment scale

0-5

Objectives (course unit)

The aim is to combine theory and practice and provide a reality-based insight into the requirements and practices in the field.The student can utilize his/her professional knowledge and skills when working as a practicant in industry.

Content (course unit)

8 weeks professional industrial training in a work supporting the study path.
The student works as a trainee in the field, taking a learning diary and reporting on his / her training. Traineeship is reported in writing after a training session. Students become familiar with organizational structure, management procedures, industry regulations and operational processes.

Prerequisites (course unit)

Traineeship plan and traineeship agreement approved before the traineeship.

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

.

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

.

Assessment criteria, excellent (5) (course unit)

.

Assessment criteria, pass/fail (course unit)

As the progress of the studies progresses, the content of the third part of the internship should approach the future engineering assignments of the study area where the student applies the things he has learned at the polytechnic. In addition to his / her own job, the trainee will familiarize himself / herself with the activities of the company or work community so that he / she can demonstrate this in his / her training report. Approved work (8 weeks = 8*40 h = 320 h) at the traineeship and completion and return of the trainee diary and traineeship report.

Assessment scale

0-5

Objectives (course unit)

The aim is to combine theory and practice and provide a reality-based insight into the requirements and practices in the field.The student can utilize his/her professional knowledge and skills when working as a practicant in industry.

Content (course unit)

8 weeks professional industrial training in a work supporting the study path.
The student works as a trainee in the field, taking a learning diary and reporting on his / her training. Traineeship is reported in writing after a training session. Students become familiar with organizational structure, management procedures, industry regulations and operational processes.

Prerequisites (course unit)

Traineeship plan and traineeship agreement approved before the traineeship.

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

.

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

.

Assessment criteria, excellent (5) (course unit)

.

Assessment criteria, pass/fail (course unit)

As the progress of the studies progresses, the content of the third part of the internship should approach the future engineering assignments of the study area where the student applies the things he has learned at the polytechnic. In addition to his / her own job, the trainee will familiarize himself / herself with the activities of the company or work community so that he / she can demonstrate this in his / her training report. Approved work (8 weeks = 8*40 h = 320 h) at the traineeship and completion and return of the trainee diary and traineeship report.

Assessment scale

0-5

Objectives (course unit)

The aim is to combine theory and practice and provide a reality-based insight into the requirements and practices in the field.The student can utilize his/her professional knowledge and skills when working as a practicant in industry.

Content (course unit)

8 weeks professional industrial training in a work supporting the study path.
The student works as a trainee in the field, taking a learning diary and reporting on his / her training. Traineeship is reported in writing after a training session. Students become familiar with organizational structure, management procedures, industry regulations and operational processes.

Prerequisites (course unit)

Traineeship plan and traineeship agreement approved before the traineeship.

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

.

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

.

Assessment criteria, excellent (5) (course unit)

.

Assessment criteria, pass/fail (course unit)

As the progress of the studies progresses, the content of the third part of the internship should approach the future engineering assignments of the study area where the student applies the things he has learned at the polytechnic. In addition to his / her own job, the trainee will familiarize himself / herself with the activities of the company or work community so that he / she can demonstrate this in his / her training report. Approved work (8 weeks = 8*40 h = 320 h) at the traineeship and completion and return of the trainee diary and traineeship report.

Assessment scale

0-5

Objectives (course unit)

The aim is to combine theory and practice and provide a reality-based insight into the requirements and practices in the field.The student can utilize his/her professional knowledge and skills when working as a practicant in industry.

Content (course unit)

8 weeks professional industrial training in a work supporting the study path.
The student works as a trainee in the field, taking a learning diary and reporting on his / her training. Traineeship is reported in writing after a training session. Students become familiar with organizational structure, management procedures, industry regulations and operational processes.

Prerequisites (course unit)

Traineeship plan and traineeship agreement approved before the traineeship.

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

.

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

.

Assessment criteria, excellent (5) (course unit)

.

Assessment criteria, pass/fail (course unit)

As the progress of the studies progresses, the content of the third part of the internship should approach the future engineering assignments of the study area where the student applies the things he has learned at the polytechnic. In addition to his / her own job, the trainee will familiarize himself / herself with the activities of the company or work community so that he / she can demonstrate this in his / her training report. Approved work (8 weeks = 8*40 h = 320 h) at the traineeship and completion and return of the trainee diary and traineeship report.

Assessment scale

Pass/Fail

Objectives (course unit)

Student can compare welding and casting to each other in order to find most economical production method. Additionally he knows different welding and casting methods and materials used in them and is able to find the best one of them to be used in actual case. Student also can design a component which is suitable to be manufactured by welding and/or casting.

Content (course unit)

Comparison of welding and casting to find an economical manufacturing method and choosing the right method. Different welding and casting methods and the materials used in them. The possibilities offered by high-strength steels and the factors affecting their weldability. Design of the component to suit the welding / casting method in question.

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

The student is able to identify and compare welding and casting to find an economical manufacturing method. The student knows the different welding and casting methods as well as the materials used in them and is able to choose the most suitable one for the purpose. The student is familiar with the possibilities offered by high-strength steels and identifies the factors that affect their weldability.

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

The student is well acquainted with and able to use remote welding reading and related diagnostics with the help of robot welding practice. In the use of assignments and course material, the student is able to utilize the use of the PDM system. The student is able to figure out the necessary methods and solve manufacturing problems independently in simple cases.

Assessment criteria, excellent (5) (course unit)

The student has an excellent understanding and is able to pay attention to lightness, usability and modularity in the selection of welding and casting materials and in the design of parts. The student is well acquainted with the principles of sustainable development. The student is able to apply his / her excellent skills in solving and solving various problems independently.

Assessment scale

0-5

Objectives (course unit)

The student is able to recognise the importance of logistics in domestic and international business and understands the dynamics within productional networks, inbound logistics and distribution channels, and can analyse different transportation methods. Student can design production and delivery networks within industrial logistics in compliance with sustainability. Student knows importance of demand management, and is able to assess importance of logistics to profitability and company success. Student can apply knowledge in design and planing of company's warehouse, purchasing and distribution strategies and activities. Student sees customer requirements, optimized service levels and logistic solutions as part of system and product design when increasing efficiency e.g. by utilizing IoT and productivity within companys operations in global environment.

Content (course unit)

Logistic management processes and leadership, logistic strategies within industry (distribution strategy, warehouse strategy, production strategy, purchasing strategy), logistic and transportation methods, supply chain management within industrial production and distribution networks. Design for logistics (DFL) and mass customization. Iot utilization, Sustainability (LoNG).

Prerequisites (course unit)

Industrial Economics recommended

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

Student recognizes most important issues and terminology related to industrial Logistic processes. Student acknowledges substance related laws of operations and interconnections between them.

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

Student knows the industrial Logistic processes topics and related requirements. Student performs independently and completes the assignments.

Assessment criteria, excellent (5) (course unit)

Student knows comprehensively industrial Logistic processes, topics and related requirements. Student can apply the knowledge and his skills to topic related challenges.

Location and time

Conjoint face-to-face processing between participants takes place in class room according to syllabus. Peer-groups decide to themselves the place and time for the additional peer-group processing (due to portfolio processing). It is also possible for teacher and students to adjust the timetable and course practise during the course, if need occurs.
(if not otherwise agreed physically at: TAMK kuntokatu campus according to Lukkarikone)

Exam schedules

An exam will be organised only upon joint agreement between responsible teacher and course attendants. Baseline is that no exam will be held on this course (instead peer-groups will provide jointly one portfolio - portfolio process will be explicitly explained in the beginning of the course).

Assessment methods and criteria

The course will be assessed based on a written peer group work (=portfolio). All the rehearsals during the course will affect on the course note if connected to portfolio and presented as part of it. Group size, reporting, modus operandi, all will be closer discussed on first classes. NOTICE! With a joint agreement between teacher and students any part of the course can become subject to modifications. The grading will take place by teacher reflecting the delivered final portfolio against Bloom's taxonomy - depending which level the peer-group members have achieved with their portfolio, decides for the note.
The general evaluation criterias of TAMK are considered as well: https://www.tuni.fi/opiskelijanopas/kasikirja/tamk?search=arviointi&page=2198

Assessment scale

0-5

Teaching methods

Processive learning, interactive discussions, rehearsals (written & oral). Can include also other type of activities

Learning materials

Teacher will define material to be used in the beginning of the course. During the entire course e-material will be provided and updated in cloud (Moodle). Each student is strongly encouraged on individual, preferably most focused, relevant data mining from any chosen source (dissertations / articles / magazines / literature / media / interviews / web) - the use of such sources will be further addressed and explained in the beginning of course.

Student workload

Course entity is thus planned that student's time usage equals at each time Tamk's preset requirement. Face-to-face occurring class room educational activities is only a part of the students' work load. Another part of student work is all the processing that takes via peer groups, e.g. in form of discussion, analytical processing of information and additionally continuos development of course report (=portfolio) throughout the course. Third part of students' work is individually performed data mining and principles of knowledge managing - each peer group are urged to agree on peer-group internal rules of conduct to be strictly followed during the entire course.

Content scheduling

Lectures & peergroup weeks take turns during entire course - however, changes to this may occur due to overlapping of excursions, Tamk-activities or other curriculum reasons. In such cases teacher usually informs peergroups by email or other, jointly agreed manner.

Completion alternatives

Should the group noting be rejected (;note = "0"), the peer group can re-edit their written report twice. After third hand-over of the report the entire course will be considered as failed, after which the entire course is to be taken anewly. Missing, single attendances can be substituted by participating any other later remittance on the same course. Out of a special reason a single student can equiponderate mangel on performance with an assignment individually agreed with responsible teacher. Baseline is however (taking notice of the networking-, interaction- and organisation skills) that this course will be carried out in form of a peer group work ONLY - this is to be understood as an emphasis towards individual responsibility acting as a productive member of an peer group.

Practical training and working life cooperation

No practical training is foreseen, but it is preferred that participants actively promote during the entire course their connections and understanding to comply with course outline. All the co-operative measures towards industrial, economic and business life such as direct contacts, interviews, data collecting or own work life practices are considered as additional value for course accomplishing.
Industrial & business cases are usually used as example.

International connections

It is preferred, that participants actively promote during the entire course their international connections and networking. Additionally can be agreed on separate arrangement for students to acquire special knowledge or information recarding international activities.

Further information

Entire course is strictly focused on peer group working, with help of which the presented substance will be reflected towards peer-group chosen portfolio goal. Used pedagogy is processive learning. As active mind setting as possible, parallelly working as a group, is worthwhile - there is a strong correlation between better grading and intensive group work. All the group member will receive equal note of the course. Each group defines their working rules, which team members are obliged to follow the entire duration of the course. Additionally, each group is entitled to expell any fellow teammate that is not honouring jointly established rules.

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

Student has not participated sufficiently the minimum required amount on face-to-face classes / written report fails to comply with preset requirements / written report is quantitatively and qualitatively insufficient, nor does it meet the course learning objectives (Observe: any of these issues alone will lead to failed note = 0) - in other words, student's have not been able to provide any proof of competence which could have been evaluated between 1-6 in Blooms Taxonomy

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

Student will achieve the minimum acceptable level by: participating the minimum required amount on face-to-face classes / written report includes the essential content (ref: study plan) / student (or /-s) prove with their written output (both content and form) to possess basic knowledge & skills, parallelly presenting and emphasizing information relevant to objectives / regarding other requirements, please refer evaluations criteria (available in course e-folder) - in other words, students have proven that they possess a wide range of information regarding course's topics / contents (Bloom's taxonomy level 1) and that they also understand the meaning of all the possessed information (Bloom's taxonomy level 2)

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

Student will achieve this level by: participating the minimum required amount on face-to-face classes / written report includes the essential content (ref: study plan) / student (or /-s) prove with their written output (both content and form) to possess good knowledge & skills, parallelly combining already existing, original material with by themselves provided, value-adding information or knowledge / / regarding other requirements, please refer evaluations criteria (available in course e-folder) - in other words, students have proven that they are also (in addition to Bloom's levels 1 and 2) capable of applying all the acquired knowledge in to them relevant, working life situations (Bloom's taxonomy level 3) and that they are capable of analysing, breaking information into sub-parts and drawing conclusions based on this data (Bloom's taxonomy level 4)

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

Student will achieve this level by: participating the minimum required amount on face-to-face classes / written report includes the essential content (ref: study plan) / student (or /-s) prove with their written output (both content and form) to possess exceptional knowledge & skills, parallelly combining already existing, original material with by themselves provided, value-adding information or knowledge in such a manner that this process will provide entirely new information (deductions, implications, applications, discoveries, summaries)/ / regarding other requirements, please refer evaluations criteria (available in course e-folder) - in other words, students have proven that they master all the earlier described Bloom's taxonomy levels (1-4) and are additionally capable of innovating and differentiating in their work all the acquired knowledge (Bloom's taxonomy level 5) - The highest level possible to acquire is Bloom's taxonomy level 6 which is to state that learner has obtained the highest level maturity possible - meaning that the learner can also critically observe his or hers learning process's outcomes and is autonomically capable of enhancing his or hers cognitive mental schemas, further to enhance learning efficiency

Assessment scale

0-5

Objectives (course unit)

Student is able
-to operate with mathematical expressions related to technology
- to solve basic equations
-to formulate the mathematical model and solve the equations

Content (course unit)

Mathematical Notations, Unit Conversations. Mathematical Expressions. Solving Linear, Quadratic and Pair of equations. Percentages. Solving Right Triangle.

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

Pass/Fail

Objectives (course unit)

Student is able
-to operate with mathematical expressions related to technology
- to solve basic equations
-to formulate the mathematical model and solve the equations

Content (course unit)

Mathematical Notations, Unit Conversations. Mathematical Expressions. Solving Linear, Quadratic and Pair of equations. Percentages. Solving Right Triangle.

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

Student is able to
- understand basic terminology of integral calculus
- determine integral graphically, numerically and symbolically
- calculate areas using definite integral
- solve basic differential equations and use differential equations for modeling physical phenomena

Content (course unit)

Integral Function, Definite Integral, Graphical Integration, Numerical Integration, Symbolic Integration, Calculation of Areas and Volumes with Integral, Differential Equations and Applications.

Prerequisites (course unit)

Orientation for Engineering Mathematics, Functions and Matrices and Differential Calculus or similar skills

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

Student understands the basic concepts of integration and is able to solve simple applications that are similar to the model problems solved during the course. Student is also familiar to solution methods of simple differential equations. 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 understands how to apply definite integrals to solve technical problems. 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

Teaching methods

.

Objectives (course unit)

Student is able to
- understand basic terminology of integral calculus
- determine integral graphically, numerically and symbolically
- calculate areas using definite integral
- solve basic differential equations and use differential equations for modeling physical phenomena

Content (course unit)

Integral Function, Definite Integral, Graphical Integration, Numerical Integration, Symbolic Integration, Calculation of Areas and Volumes with Integral, Differential Equations and Applications.

Prerequisites (course unit)

Orientation for Engineering Mathematics, Functions and Matrices and Differential Calculus or similar skills

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

Student understands the basic concepts of integration and is able to solve simple applications that are similar to the model problems solved during the course. Student is also familiar to solution methods of simple differential equations. 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 understands how to apply definite integrals to solve technical problems. 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
- understand basic terminology of integral calculus
- determine integral graphically, numerically and symbolically
- calculate areas using definite integral
- solve basic differential equations and use differential equations for modeling physical phenomena

Content (course unit)

Integral Function, Definite Integral, Graphical Integration, Numerical Integration, Symbolic Integration, Calculation of Areas and Volumes with Integral, Differential Equations and Applications.

Prerequisites (course unit)

Orientation for Engineering Mathematics, Functions and Matrices and Differential Calculus or similar skills

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

Student understands the basic concepts of integration and is able to solve simple applications that are similar to the model problems solved during the course. Student is also familiar to solution methods of simple differential equations. 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 understands how to apply definite integrals to solve technical problems. 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
- understand basic terminology of integral calculus
- determine integral graphically, numerically and symbolically
- calculate areas using definite integral
- solve basic differential equations and use differential equations for modeling physical phenomena

Content (course unit)

Integral Function, Definite Integral, Graphical Integration, Numerical Integration, Symbolic Integration, Calculation of Areas and Volumes with Integral, Differential Equations and Applications.

Prerequisites (course unit)

Orientation for Engineering Mathematics, Functions and Matrices and Differential Calculus or similar skills

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

Student understands the basic concepts of integration and is able to solve simple applications that are similar to the model problems solved during the course. Student is also familiar to solution methods of simple differential equations. 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 understands how to apply definite integrals to solve technical problems. 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)

After completing the course, the student masters the basics of machine automation and electrical engineering / electronics. The student is able to read and draw relay diagrams and circuit diagrams for electrical engineering. The student knows the most common basic actuators and sensors of machine automation. The student knows the basics of logic programming and knows how to program a simple machine automation system. The student understands the basic concepts of industrial internet and the effects of digitalisation in the manufacturing industry that is sustainable. In addition, the student will be able to identify processes that can be developed using industrial internet technologies.

Content (course unit)

Students in small groups carry out machine automation project work and familiarize themselves with the basic connections of electrical engineering and electronics. The main task of the projects is to familiarize the student with pneumatics, hydraulics and electrical connections, and to familiarize the student with the programming of control devices by means of model examples.
In addition, students will implement industrial Internet project work on the chosen IoT platform.

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

The student master the basics of machine automation, electrical engineering and logic programming. The student is able to read and draw simple diagrams. Able to cope with simple logic programming tasks. The student understands the basic concepts of industrial internet / IoT. Can work in a group.

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

The student master well the basics of machine automation, electrical engineering and logic programming. The student is able to read and draw diagrams independently. Able to cope well with logic programming tasks. The student understands well the basic concepts of industrial internet / IoT. Can work actively and constructively in the group.

Assessment criteria, excellent (5) (course unit)

The student master excellently the basics of machine automation, electrical engineering and logic programming. The student is able to read and draw diagrams excellently and fluently. Able to cope with advanced logic programming tasks. The student masters the basic concepts of industrial internet / IoT. Can work actively and constructively in the group and guide other team members.

Assessment scale

0-5

Objectives (course unit)

After completing the course, the student masters the basics of machine automation and electrical engineering / electronics. The student is able to read and draw relay diagrams and circuit diagrams for electrical engineering. The student knows the most common basic actuators and sensors of machine automation. The student knows the basics of logic programming and knows how to program a simple machine automation system. The student understands the basic concepts of industrial internet and the effects of digitalisation in the manufacturing industry that is sustainable. In addition, the student will be able to identify processes that can be developed using industrial internet technologies.

Content (course unit)

Students in small groups carry out machine automation project work and familiarize themselves with the basic connections of electrical engineering and electronics. The main task of the projects is to familiarize the student with pneumatics, hydraulics and electrical connections, and to familiarize the student with the programming of control devices by means of model examples.
In addition, students will implement industrial Internet project work on the chosen IoT platform.

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

The student master the basics of machine automation, electrical engineering and logic programming. The student is able to read and draw simple diagrams. Able to cope with simple logic programming tasks. The student understands the basic concepts of industrial internet / IoT. Can work in a group.

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

The student master well the basics of machine automation, electrical engineering and logic programming. The student is able to read and draw diagrams independently. Able to cope well with logic programming tasks. The student understands well the basic concepts of industrial internet / IoT. Can work actively and constructively in the group.

Assessment criteria, excellent (5) (course unit)

The student master excellently the basics of machine automation, electrical engineering and logic programming. The student is able to read and draw diagrams excellently and fluently. Able to cope with advanced logic programming tasks. The student masters the basic concepts of industrial internet / IoT. Can work actively and constructively in the group and guide other team members.

Assessment scale

0-5

Objectives (course unit)

After completing the course, the student masters the basics of machine automation and electrical engineering / electronics. The student is able to read and draw relay diagrams and circuit diagrams for electrical engineering. The student knows the most common basic actuators and sensors of machine automation. The student knows the basics of logic programming and knows how to program a simple machine automation system. The student understands the basic concepts of industrial internet and the effects of digitalisation in the manufacturing industry that is sustainable. In addition, the student will be able to identify processes that can be developed using industrial internet technologies.

Content (course unit)

Students in small groups carry out machine automation project work and familiarize themselves with the basic connections of electrical engineering and electronics. The main task of the projects is to familiarize the student with pneumatics, hydraulics and electrical connections, and to familiarize the student with the programming of control devices by means of model examples.
In addition, students will implement industrial Internet project work on the chosen IoT platform.

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

The student master the basics of machine automation, electrical engineering and logic programming. The student is able to read and draw simple diagrams. Able to cope with simple logic programming tasks. The student understands the basic concepts of industrial internet / IoT. Can work in a group.

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

The student master well the basics of machine automation, electrical engineering and logic programming. The student is able to read and draw diagrams independently. Able to cope well with logic programming tasks. The student understands well the basic concepts of industrial internet / IoT. Can work actively and constructively in the group.

Assessment criteria, excellent (5) (course unit)

The student master excellently the basics of machine automation, electrical engineering and logic programming. The student is able to read and draw diagrams excellently and fluently. Able to cope with advanced logic programming tasks. The student masters the basic concepts of industrial internet / IoT. Can work actively and constructively in the group and guide other team members.

Assessment scale

0-5

Objectives (course unit)

After completing the course, the student masters the basics of machine automation and electrical engineering / electronics. The student is able to read and draw relay diagrams and circuit diagrams for electrical engineering. The student knows the most common basic actuators and sensors of machine automation. The student knows the basics of logic programming and knows how to program a simple machine automation system. The student understands the basic concepts of industrial internet and the effects of digitalisation in the manufacturing industry that is sustainable. In addition, the student will be able to identify processes that can be developed using industrial internet technologies.

Content (course unit)

Students in small groups carry out machine automation project work and familiarize themselves with the basic connections of electrical engineering and electronics. The main task of the projects is to familiarize the student with pneumatics, hydraulics and electrical connections, and to familiarize the student with the programming of control devices by means of model examples.
In addition, students will implement industrial Internet project work on the chosen IoT platform.

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

The student master the basics of machine automation, electrical engineering and logic programming. The student is able to read and draw simple diagrams. Able to cope with simple logic programming tasks. The student understands the basic concepts of industrial internet / IoT. Can work in a group.

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

The student master well the basics of machine automation, electrical engineering and logic programming. The student is able to read and draw diagrams independently. Able to cope well with logic programming tasks. The student understands well the basic concepts of industrial internet / IoT. Can work actively and constructively in the group.

Assessment criteria, excellent (5) (course unit)

The student master excellently the basics of machine automation, electrical engineering and logic programming. The student is able to read and draw diagrams excellently and fluently. Able to cope with advanced logic programming tasks. The student masters the basic concepts of industrial internet / IoT. Can work actively and constructively in the group and guide other team members.

Assessment scale

0-5

Objectives (course unit)

After completing the course, the student masters the basics of machine automation and electrical engineering / electronics. The student is able to read and draw relay diagrams and circuit diagrams for electrical engineering. The student knows the most common basic actuators and sensors of machine automation. The student knows the basics of logic programming and knows how to program a simple machine automation system. The student understands the basic concepts of industrial internet and the effects of digitalisation in the manufacturing industry that is sustainable. In addition, the student will be able to identify processes that can be developed using industrial internet technologies.

Content (course unit)

Students in small groups carry out machine automation project work and familiarize themselves with the basic connections of electrical engineering and electronics. The main task of the projects is to familiarize the student with pneumatics, hydraulics and electrical connections, and to familiarize the student with the programming of control devices by means of model examples.
In addition, students will implement industrial Internet project work on the chosen IoT platform.

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

The student master the basics of machine automation, electrical engineering and logic programming. The student is able to read and draw simple diagrams. Able to cope with simple logic programming tasks. The student understands the basic concepts of industrial internet / IoT. Can work in a group.

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

The student master well the basics of machine automation, electrical engineering and logic programming. The student is able to read and draw diagrams independently. Able to cope well with logic programming tasks. The student understands well the basic concepts of industrial internet / IoT. Can work actively and constructively in the group.

Assessment criteria, excellent (5) (course unit)

The student master excellently the basics of machine automation, electrical engineering and logic programming. The student is able to read and draw diagrams excellently and fluently. Able to cope with advanced logic programming tasks. The student masters the basic concepts of industrial internet / IoT. Can work actively and constructively in the group and guide other team members.

Assessment scale

0-5

Objectives (course unit)

After the course student can identify the main IoT concepts and is able to design and implement a simple IoT application.

Content (course unit)

Course includes theory of IoT and applied programming and training. Also a project work in groups is included.

Further information (course unit)

Passed course can be recognized as a partial (1ects) accomplishment for the course
5K00CV72 IoT-project (5 ets).

Assessment scale

0-5

Objectives (course unit)

The student is familiar with the key principles and theories of human resource management and understands the key concepts of work psychology and the differences in the working culture of the international environment. The student understands the connection between the competence of the employees of the industrial unit, the well-being and the result of the operation, eg the utilization of IoT / Big Data in the development of the operation.
The student knows the strategy and tools of the company and understands the importance of the strategy for the company's operations.
The student knows the principles of the work community change process, is able to motivate and reward the employees of the industrial unit in an appropriate way. The student is able to evaluate and develop himself / herself as a supervisor, also taking into account sustainable development (social responsibility).
The student is familiar with the core content of labor law in his / her field of work, is able to draw up an employment contract for an employee of an industrial enterprise. The student is familiar with the different stages and provisions of the recruitment process and the dismissal process.

Content (course unit)

Human resources management, strategy process, change management, self-management, motivation, labor law, employment contract

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

The student recognizes the most important basic concepts and requirements of leadership and leadership. The student is aware of the most important labor laws related to the supervisor's activities and performs the given tasks, if necessary assisted.

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

Students are familiar with the laws, concepts and functions that govern the topic of managerial work and leadership. The student performs independently of the given assignments.

Assessment criteria, excellent (5) (course unit)

The student is well versed in the areas of management and managerial work and related labor law, and is able to apply his / her skills to various subject areas.

Location and time

See Lukkari

Exam schedules

No exam

Assessment scale

0-5

Teaching methods

- Classroom teaching, online teaching
- Indipendent learning
- Groupwork
- Classroom training

Learning materials

Moodle

Content scheduling

According to TAMK schedule and Moodle timing instruction.
Online lessons, independent study and group assignments

Completion alternatives

Not Applicable

Practical training and working life cooperation

N.A.

International connections

N.A.

Objectives (course unit)

The student is familiar with the key principles and theories of human resource management and understands the key concepts of work psychology and the differences in the working culture of the international environment. The student understands the connection between the competence of the employees of the industrial unit, the well-being and the result of the operation, eg the utilization of IoT / Big Data in the development of the operation.
The student knows the strategy and tools of the company and understands the importance of the strategy for the company's operations.
The student knows the principles of the work community change process, is able to motivate and reward the employees of the industrial unit in an appropriate way. The student is able to evaluate and develop himself / herself as a supervisor, also taking into account sustainable development (social responsibility).
The student is familiar with the core content of labor law in his / her field of work, is able to draw up an employment contract for an employee of an industrial enterprise. The student is familiar with the different stages and provisions of the recruitment process and the dismissal process.

Content (course unit)

Human resources management, strategy process, change management, self-management, motivation, labor law, employment contract

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

The student recognizes the most important basic concepts and requirements of leadership and leadership. The student is aware of the most important labor laws related to the supervisor's activities and performs the given tasks, if necessary assisted.

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

Students are familiar with the laws, concepts and functions that govern the topic of managerial work and leadership. The student performs independently of the given assignments.

Assessment criteria, excellent (5) (course unit)

The student is well versed in the areas of management and managerial work and related labor law, and is able to apply his / her skills to various subject areas.

Assessment scale

0-5

Objectives (course unit)

The student is familiar with the key principles and theories of human resource management and understands the key concepts of work psychology and the differences in the working culture of the international environment. The student understands the connection between the competence of the employees of the industrial unit, the well-being and the result of the operation, eg the utilization of IoT / Big Data in the development of the operation.
The student knows the strategy and tools of the company and understands the importance of the strategy for the company's operations.
The student knows the principles of the work community change process, is able to motivate and reward the employees of the industrial unit in an appropriate way. The student is able to evaluate and develop himself / herself as a supervisor, also taking into account sustainable development (social responsibility).
The student is familiar with the core content of labor law in his / her field of work, is able to draw up an employment contract for an employee of an industrial enterprise. The student is familiar with the different stages and provisions of the recruitment process and the dismissal process.

Content (course unit)

Human resources management, strategy process, change management, self-management, motivation, labor law, employment contract

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

The student recognizes the most important basic concepts and requirements of leadership and leadership. The student is aware of the most important labor laws related to the supervisor's activities and performs the given tasks, if necessary assisted.

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

Students are familiar with the laws, concepts and functions that govern the topic of managerial work and leadership. The student performs independently of the given assignments.

Assessment criteria, excellent (5) (course unit)

The student is well versed in the areas of management and managerial work and related labor law, and is able to apply his / her skills to various subject areas.

Assessment scale

0-5

Objectives (course unit)

The student is familiar with the key principles and theories of human resource management and understands the key concepts of work psychology and the differences in the working culture of the international environment. The student understands the connection between the competence of the employees of the industrial unit, the well-being and the result of the operation, eg the utilization of IoT / Big Data in the development of the operation.
The student knows the strategy and tools of the company and understands the importance of the strategy for the company's operations.
The student knows the principles of the work community change process, is able to motivate and reward the employees of the industrial unit in an appropriate way. The student is able to evaluate and develop himself / herself as a supervisor, also taking into account sustainable development (social responsibility).
The student is familiar with the core content of labor law in his / her field of work, is able to draw up an employment contract for an employee of an industrial enterprise. The student is familiar with the different stages and provisions of the recruitment process and the dismissal process.

Content (course unit)

Human resources management, strategy process, change management, self-management, motivation, labor law, employment contract

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

The student recognizes the most important basic concepts and requirements of leadership and leadership. The student is aware of the most important labor laws related to the supervisor's activities and performs the given tasks, if necessary assisted.

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

Students are familiar with the laws, concepts and functions that govern the topic of managerial work and leadership. The student performs independently of the given assignments.

Assessment criteria, excellent (5) (course unit)

The student is well versed in the areas of management and managerial work and related labor law, and is able to apply his / her skills to various subject areas.

Assessment scale

0-5