Please select the curriculum by the start year of studies and orientation line.
Hilda Szabo
All lecture materials and laboratory instructions are available in Tabula. In addition, there are several good sources available for learning more about the water and wastewater engineering. One very thorough one is a book by George Tchobanoglous, 1987. We recommend you to use e-books available in TAMK library, for example a book by Stephenson and Stuetz, 2009 is a good source and can be accessed as an e-book.
Stephenson, Tom Stuetz, Richard., 2009. Principles of Water and Wastewater Treatment Processes. IWA Publishing. Online version available at TAMK library e-books.
Tchobanoglous, G., 1987. Water quality: Characteristics, modeling, modification. repr. with corr. Reading (Mass.): Addison-Wesley.
Teach-in, field excursion, assignments,laboratory work, group work, exam
The course consists of lectures and discussions, exercises, field excursion of which students write report, compulsory laboratory exercise (follow up of a pilot wastewater treatment plant during a study-period: periodical sampling, sample analyses) and exam. The course grade is formed taking into consideration the achievements from assignment and the exam, quality of laboratory report and activity and interest shown throughout the course.
English
30.08.2021 - 31.12.2021
02.07.2021 - 28.08.2021
5 cr
18IDEE
Johannes Jermakka, Seija Haapamäki, Hilda Szabo
Environmental Engineering
Bachelor's Degree Programme in Environmental Engineering, Open University of Applied Sciences
TAMK Main Campus
0-5
If you have completed a similar course elsewhere, please use the TAMK accreditation system.
If COVID situation allows, students will visit the water treatment plant and the wastewater treatment plant in Tampere.
Exam at the end of the course.
Contact lectures, exercises 24h
Laboratory exercises, module checking and sample analyses 18 h
Wastewater treatemnt plant visit 4 h
Self study (weakly assignments, pretasks, laboratory report) 85 h
Total 135 h.
Physical, chemical and biological water and wastewater treatment units, natural wastewater treatment, alternative wastewater management options, compulsory laboratory exercise running throughout the course.
a. Exam and/or laboratory exercises have not been completed.
b. Despite participating in the laboratory exercises and the exam, the achieved competence is insufficient.
This means that, in spite of doing some of the assignments and being able to perform laboratory measurements and experiments under supervision, the student has not shown that they know the basic concepts discussed during the course, or has not shown sufficient skills in reporting the results of the measurements and experiments.
Student participated in the laboratory exercises and the exam. Overall the achieved competence is sufficient but narrow.
This means that
-some of the assignments were done acceptably
-the student is familiar with the basic concepts discussed during the course but often makes mistakes when applying them
-can perform the laboratory measurements and experiments under supervision
-has basic skills in reporting the results of the measurements and experiments
Student participated in the laboratory exercises and the exam. He/she is able to structure relations between observed phenomena and theory behind it.
This means that:
-most of the assignments are completed acceptably
-the exam shows that the student is familiar with the concepts discussed during the course and can apply them in most situations
-is fluent in the basic concepts and phenomena related to the subjects discussed during the course
-can solve model exercise and new exercises correctly
-can perform laboratory measurements and experiments independently
-the reporting of the laboratory results shows that the student attempts to apply the theoretical knowledge in explaining the results
-student is clearly motivated and interested in the subjects discussed
Student participated in the laboratory exercises and the exam. Overall the achieved competence is wide. This means that:
-the assignments were done excellently
-student is fluent in the basic concepts and phenomena related to the subjects discussed during the course
-can solve model exercise and new exercises correctly, shows creativity in solving tasks
- can perform simple laboratory measurements and experiments independently
-the reporting of the laboratory results shows that the student can apply the theoretical knowledge in explaining the results
-student is clearly motivated and interested in the subjects discussed, eventually brings up new professional subjects
Overall the achieved competence is sufficient but narrow. This means the student is familiar with the basic concepts discussed during the course but often makes mistakes when applying them. Can perform the laboratory measurements and experiments independently and has basic skills in reporting the results of the measurements and experiments. Overall knows the courses of action but cannot justify his/her choices. Completion of the tasks is based on routine and pre-learned performance. Student can give and receive feedback, and considers and assesses things from his/her viewpoint. Student can work in a group and recognizes his/her interaction skills. Student takes responsibility for his/her own work.
Overall the achieved competence is structural. This means that the student is familiar with the concepts discussed during the course and can apply them in most of the situations. Is fluent in the basic concepts and phenomena related to the subjects discussed during the course and can solve model exercise and new exercises correctly. Can perform laboratory measurements and experiments independently and the reporting of the laboratory results shows that the student can to apply the theoretical knowledge in explaining the results. Overall student is able to select appropriate course of action from diverse options, can make plans and apply his/her knowledge when solving problems and can justify the choices. Student can give and receive constructive feedback and considers and assesses things both from his/her and the close community's viewpoint. Cooperates and is ready to develop his/her interaction skills. Student recognizes and follows the important courses of action in the field. Student takes responsibility and commits to the group activities in addition to his/her own work.
Overall the achieved competence is wide. This means that student is fluent in the basic concepts and phenomena related to the subjects discussed during the course. Can solve model exercise and new exercises correctly, shows creativity in solving tasks and can perform simple laboratory measurements and experiments independently. The reporting of the laboratory results shows that the student can apply the theoretical knowledge in explaining the results. Overall student is able to search for diverse courses of action and solution alternatives, justify his/her choices, try new courses of action and assess diverse solution alternatives. Student uses feedback systematically as a professional growth tool in his/her own work and the community. Can cooperate responsibly, flexibly and constructively, and develops his/her own and the group's interaction. Student takes responsibility and commits to the group activities in addition to his/her own work.
Hilda Szabo
All lecture materials and laboratory instructions are available in Tabula. In addition, there are several good sources available for learning more about the water and wastewater engineering. One very thorough one is a book by George Tchobanoglous, 1987. We recommend you to use e-books available in TAMK library, for example a book by Stephenson and Stuetz, 2009 is a good source and can be accessed as an e-book.
Stephenson, Tom Stuetz, Richard., 2009. Principles of Water and Wastewater Treatment Processes. IWA Publishing. Online version available at TAMK library e-books.
Tchobanoglous, G., 1987. Water quality: Characteristics, modeling, modification. repr. with corr. Reading (Mass.): Addison-Wesley.
Teach-in, field excursion, assignments,laboratory work, group work, exam
The course consists of lectures and discussions, exercises, field excursion of which students write report, compulsory laboratory exercise (follow up of a pilot wastewater treatment plant during a study-period: periodical sampling, sample analyses) and exam. The course grade is formed taking into consideration the achievements from assignment and the exam, quality of laboratory report and activity and interest shown throughout the course.
English
30.08.2021 - 31.12.2021
02.07.2021 - 28.08.2021
5 cr
19IENVE
Johannes Jermakka, Seija Haapamäki, Hilda Szabo
Environmental Engineering
Bachelor's Degree Programme in Environmental Engineering, Open University of Applied Sciences
TAMK Main Campus
0-5
If you have completed a similar course elsewhere, please use the TAMK accreditation system.
If COVID situation allows, students will visit the water treatment plant and the wastewater treatment plant in Tampere.
Exam at the end of the course.
Contact lectures, exercises 24h
Laboratory exercises, module checking and sample analyses 18 h
Wastewater treatemnt plant visit 4 h
Self study (weakly assignments, pretasks, laboratory report) 85 h
Total 135 h.
Physical, chemical and biological water and wastewater treatment units, natural wastewater treatment, alternative wastewater management options, compulsory laboratory exercise running throughout the course.
a. Exam and/or laboratory exercises have not been completed.
b. Despite participating in the laboratory exercises and the exam, the achieved competence is insufficient.
This means that, in spite of doing some of the assignments and being able to perform laboratory measurements and experiments under supervision, the student has not shown that they know the basic concepts discussed during the course, or has not shown sufficient skills in reporting the results of the measurements and experiments.
Student participated in the laboratory exercises and the exam. Overall the achieved competence is sufficient but narrow.
This means that
-some of the assignments were done acceptably
-the student is familiar with the basic concepts discussed during the course but often makes mistakes when applying them
-can perform the laboratory measurements and experiments under supervision
-has basic skills in reporting the results of the measurements and experiments
Student participated in the laboratory exercises and the exam. He/she is able to structure relations between observed phenomena and theory behind it.
This means that:
-most of the assignments are completed acceptably
-the exam shows that the student is familiar with the concepts discussed during the course and can apply them in most situations
-is fluent in the basic concepts and phenomena related to the subjects discussed during the course
-can solve model exercise and new exercises correctly
-can perform laboratory measurements and experiments independently
-the reporting of the laboratory results shows that the student attempts to apply the theoretical knowledge in explaining the results
-student is clearly motivated and interested in the subjects discussed
Student participated in the laboratory exercises and the exam. Overall the achieved competence is wide. This means that:
-the assignments were done excellently
-student is fluent in the basic concepts and phenomena related to the subjects discussed during the course
-can solve model exercise and new exercises correctly, shows creativity in solving tasks
- can perform simple laboratory measurements and experiments independently
-the reporting of the laboratory results shows that the student can apply the theoretical knowledge in explaining the results
-student is clearly motivated and interested in the subjects discussed, eventually brings up new professional subjects
Student can recognise, name and define phenomena and basic concepts in circular economy that are introduced during the course.
Student manages the assigned tasks under supervision and knows diverse courses of action but cannot justify his/her choices. Drawn conclusions are based on pre-learned contents.
Student can give and receive feedback. Student considers and assesses things from his/her viewpoint. Student recognises his/her interaction skills and other important courses of action in the field discussed during the course. Student takes responsibility for his/her own work. Student can describe the economic and wellbeing related effects of his/her own work related to the courses themes.
Student structures relations between circular economy related phenomena and concepts. Student is able to apply, explain and compare information handled during the course. Student structures things in relation to one another.
Student can select the most appropriate course of action from diverse options and also justify his/her choices. Student shows ability to apply his/her knowledge, make plans, limit problems and finally solve problems.
Student can give and receive feedback actively and constructively. Student considers and assesses things both from his/her and the community's viewpoint. Student can cooperate responsibly and is ready to develop his/her interaction skills. Student recognises and follows the important courses of action in the field. Student takes responsibility and commits to the group activities in addition to his/her own work. Student can describe and assess the economic and wellbeing related effects of his/her own work.
Student understands extensive entities and relations between them. Student is able to generalize and analyse the case studies in circular economy, and is able to relate them to the professional context.
Student can search for diverse courses of action and solution alternatives, justify his/her choices and try new courses of action. Student assesses diverse solution alternatives and combines solution alternatives creatively or creates new ones.
Student uses feedback systematically as a professional growth tool in his/her own work and the community. Student considers abd assesses himself/herself and his/her professional community or task. Student can cooperate responsibly, flexibly and constructively, and develops his/her own and the group's interaction. Student works responsibly and in a committed manner considering the community and field requirements and needs. Student understands the economic and wellbeing related effects of his/her work and can anticipate them in his/her work.
Hilda Szabo
All relevant literature and other study materials will be distributed during the course via the Moodle page.
Online lectures, self-study, group assignments and presentations.
Evaluation is based on points collected during the course. You can earn maximum of 30 points by doing the given assignments. In order to pass the course, you need to earn minimum of 14 points. Grading goes as follows: < 14 points is fail (0), 14 points is pass (1), 15...18 points is satisfactory (2), 19...24 points is good (3), 25...28 points is very good (4) and 29...30 points is excellent.
You can earn 10 points by participating discussions in course forum on two topics (5 points per topic). With the individual assignments, you can earn maximum of 10 points per assignment. You need minimum of 2 points per individual assignment to pass. 3...4 points is satisfactory, 5...7 points is good and 8...10 points is very good/excellent.
English
01.08.2021 - 31.12.2021
02.07.2021 - 10.09.2021
5 cr
21KVIENVE
Mika Nieminen
Environmental Engineering
Bachelor's Degree Programme in Environmental Engineering
TAMK Main Campus
0-5
No alternative ways of completing the course.
The use of time estimates are indicative.
Contact lessons 13 h.
Self-study, exercises and group work 122 h.
Total 135 h.
Course assignment shows that you have the basic understanding of circular economy and you can identify and define core concepts and phenomena of circular economy. The assignments show misunderstanding and wrong interpretations of the core concepts.
You can explain the core concepts and phenomena of circular economy. You have understanding in the themes of the course and you can apply these into the course assignments.
You can understand extensively the core concepts and phenomena of circular economy and reflect your applied knowledge on the course assignments. The assignments show that you can apply and develop your knowledge in the course assignments.
Overall the achieved competence is sufficient but narrow. Student shows throughout the course (assignments, classroom discussions, laboratory exercises and exam) that is familiar with the basic concepts and phenomena related to the subjects discussed during the course: atoms and elements, periodicity, chemical bonds, chemical quantities. Student can write and balance chemical equations and can solve model exercises correctly. In addition student can perform simple laboratory measurements and soil sample analysis under supervision and has basic skills in reporting the results of the analyses.
Student manages the assigned tasks under supervision. Student knows diverse courses of action, but cannot justify his/her choices. Completion of the tasks is based on routine and pre-learned performance.
Student can give and receive feedback, and considers and assesses things from his/her viewpoint. Student can work in a group and recognises his/her interaction skills. Student takes responsibility for his/her own work.
Overall the achieved competence is structural. Student shows throughout the course (assignments, classroom discussions, laboratory exercises and exam) that he/she is fluent in explaining and applying the basic concepts and phenomena related to the subjects discussed during the course. Student shows that he/she can solve model exercise and new exercises correctly, can perform simple laboratory measurements and soil sample analysis independently. In addition, reporting of the laboratory results shows that the student attends to apply the theoretical knowledge in explaining the results.
Student can select the most appropriate course of action from diverse options and justify his/her choices when solving the problems. Student is able to make plans and apply his/her knowledge when solving the problems.
Student can give and receive feedback actively and constructively, and considers and assesses things both from his/her and the close community's viewpoint. Student can cooperate responsibly and is ready to develop his/her interaction skills. Student recognises and follows the important courses of action in the field. Student takes responsibility and commits to the group activities in addition to his/her own work.
Overall the achieved competence is wide. Student shows throughout the course (assignments, classroom discussions, laboratory exercises and exam) that is fluent in the basic concepts and phenomena related to the subjects discussed during the course. Student can solve model exercises and new exercises correctly and shows creativity in solving the tasks. Student can perform simple laboratory measurements and soil sample analysis independently and understands the background of the used analytical method. Reporting of the laboratory results shows that the student can apply the theoretical knowledge in explaining the results.
Student can search for diverse courses of action and solution alternatives, justify his/her choices and try new courses of action. Student assesses diverse solution alternatives.
Student uses feedback systematically as a professional growth tool in his/her own work and the community. Student considers and assesses himself/herself and his/her professional community or task. Student can cooperate responsibly, flexibly and constructively, and develops his/her own and the group's interaction. Student works responsibly and in a committed manner considering the community and field requirements and needs.
Hilda Szabo
Lecture materials posted in Moodle and discussed during the lectures.
Textbook: Karen Timberlake & William Timberlake: Basic Chemistry, Pearson international edition (available in TAMK library, highly recommended)
Contact teaching, exercises, self-study, assignments/weekly exams, laboratory exercises
The course grade will be formed according to the scores collected as follows:
- X short exams called weekly exam (taking in Moodle). Weekly exams gives the possibility to collect bonus points, which are added to the scores obtained from the exams. Bonus points can be obtained for a maximum of 5p when the total score of all weekly exams is 90% of the maximum
(10%:1p, 30%:2p., 50%:3p., 70%:4p., 90%:5p.)
- Two laboratory reports, grading either failed or approved
- Exam max. 48 - 60 points
- Safety exam need to be performed
Grading:
grade 0: < 30% of max points
grade 1: at least 30% of max points
grade 2: at least 45% of max points
grade 3: at least 60% of max points
grade 4: at least 75% of max points
grade 5: at least 90% of max points
English
23.08.2021 - 17.12.2021
01.08.2021 - 20.09.2021
5 cr
21IENVE
Johannes Jermakka, Seija Haapamäki, Kaisa Lahti
Make sure all compulsory parts of the course has been performed:
-Laboratory works (+ reports)
-Occupational Safety Card Training has to be passed before starting the laboratories
-Safety exam has to be passed before starting the laboratories
-Exam (in two parts)
Environmental Engineering
Bachelor's Degree Programme in Environmental Engineering, Open University of Applied Sciences
TAMK Main Campus
0-5
If you have completed a similar course elsewhere, please use the TAMK accreditation system.
Occupational Safety Card Training:
8 * 60 minutes, contact teaching 2 * 4 hours (an hour defined as 60 minutes, standard coming from Centre of Occupational Safety). To pass the subsection you need to be present on the contact sessions and to pass a test, which will be arranged in the end of the session. After fulfilling the requirements of mandatory presence and passing a specified exam, you will receive an Occupational Safety Card (registered trademark), which you are able to utilize in your CV and when applying work in Finland.
Exam in two parts:
part 1: October 12th
part 2: December 17th
Retake in electronic exam room, date will be agreed later
International group
- Contact lessons 18x 2h
- Laboratory exercises 3x 4h
- Occupational Safety Card Training (8 * 60 minutes)
- Self-study 76h
- Exam (2x 2h)
Laboratory safety and exercises: Mandatory participation to the entities of Occupational Safety Card Training (2 * 4 hours, altogether 8 hours) and Introduction to laboratory practices at TAMK, before entering TAMK Chemistry and ENVE laboratories.
Theory (mainly in period 1):
- Atomic structure
- Periodic table
- Chemical bonds
- Chemical quantities
- Chemical reactions
- Concentrations
Laboratory exercises in period 2
a. Safety exam has not been taken
b. Exam and/or laboratory exercises have not been completed.
c. Despite participating in the laboratory exercises and the exam, the achieved competence is insufficient.
This means that, in spite of doing some of the assignments and being able to perform laboratory measurements and experiments under supervision, the student has not shown that they know the basic concepts discussed during the course, or has not shown sufficient skills in reporting the results of the measurements and experiments.
Student participated in the laboratory exercises and the exam. Overall the achieved competence is sufficient but narrow.
This means that
-some of the assignments were done acceptably
-the student is familiar with the basic concepts discussed during the course but often makes mistakes when applying them
-can perform the laboratory measurements and experiments under supervision
-has basic skills in reporting the results of the measurements and experiments
Student participated in the laboratory exercises and the exam. He/she is able to structure relations between observed phenomena and theory behind it.
This means that:
-most of the assignments are completed acceptably
-the exam shows that the student is familiar with the concepts discussed during the course and can apply them in most situations
-is fluent in the basic concepts and phenomena related to the subjects discussed during the course
-can solve model exercise and new exercises correctly
-can perform laboratory measurements and experiments independently
Student participated in the laboratory exercises and the exam. Overall the achieved competence is wide. This means that:
-the assignments were done excellently
-student is fluent in the basic concepts and phenomena related to the subjects discussed during the course
-can solve model exercise and new exercises correctly, shows creativity in solving tasks
- can perform simple laboratory measurements and experiments independently
-the reporting of the laboratory results shows that the student can apply the theoretical knowledge in explaining the results
Student can recognize, name and define field-related phenomena and basic concepts.
Student manages the assigned tasks assisted. Knows diverse courses of action but cannot justify his/her choices. Completion of tasks is based on routine or pre-learned performance.
Student can give and receive feedback. Student considers and assesses things from his/her viewpoint. Student can work in a group. Student recognises important courses of action in the field. Student takes reponsibility for his/her own work.
Hilda Szabo
Most of material is in the explainer videos mainly published in Youtube. Some of those videos are public and some are hidden. There is also some additional material in the course Moodle(Tabula). That is in the form of additional videos, internet links, example files and links to written material.
The course will be hold in online learning. Examples, demonstrations and workshops using the Zoom environment (also Microsoft Teams). Explainer and instructive videos in Moodle(Tabula) environment.
The final grade is based on personal projects which are checked against timetable, demands, documentation and the quality of the solution. Documentation details can be found from the assignment sections. Using the Onedrive cloud is also one part of the documentation. The details and the grading of the projects will be published in the first lectures. The details of the grading can be found also from course Moodle (Tabula).
English
01.08.2021 - 17.10.2021
02.07.2021 - 13.09.2021
3 cr
21IENVE
Pekka Kaatiala
Follow the course Moodle.
Environmental Engineering
Bachelor's Degree Programme in Environmental Engineering, Open University of Applied Sciences
TAMK Main Campus
0-5
Contact the course lecture.
One possible way could be to produce a set of self made and self designed explainer videos concerning Office 365 environment. After that a suitable environmental engineering / energy engineering / water issues / mathematics (physics, chemistry) application problem could be solved and documented with enough examples and details.
No private (personal) guidance is given in this kind of way.
No final exam. The assessment is based on personal projects, the result of the projects and the documentation of the results and the implementation. Also keeping in the schedules is one part of the assessment.
More detailed instructions will be given in the practical work instructions.
Total 80 hours. Self-promoted working is about 50-56 hours. Demonstrations, workshops, coaching and contact online lessons alltogether is about 24-30 hours.
TAMK network and computer services
Office365 environment
Microsoft (MS) Excel
MS Word
MS PowerPoint
Functional programming
No practical work is returned within the given time limits. Or the returned practical work does not meet the given minimum requirements.
"Introductory knowledge". The student knows the basic of the MS Office tools and O365 cloud environment. The student can take responsibility of his own studying and needs some support from his team mates. The student follows the project schedulings with minor changes.
"Basic knowledge": The student knows the possibilities of the MS Office tools and O365 cloud environment. The student can do independently the projects and can also support his group and team mates. The student can follow the course timetables and project schedulings.
"Advanced knowledge": The student can broadly and independently apply the MS Office tools and O365 cloud environment. The student is very self motivated in solving problems in his application area and he can take responsibility of his group and team mates. The student follows exactly the course timetables and is faithful to agreed schedulings.
pronunciation is not always correct but acceptable for communication
- comprehension of key points of limited professional material is fairly good and with tools for studies
- basic knowledge is acquired and shared
- basic and unclear expressions are used in communication but main message is shared and
- transmitted with some professional touch
- communication seems clumsy and limited but some attention is paid to interaction
- all separately defined course requirements contributing to the final grade are met.
pronunciation sounds clear and quite natural
- comprehension of key points as well as details of professional material is good and acquired
- knowledge can be implemented
- clear professional expressions are used and the number of mistakes is limited
- communication seems professional and interpersonal skills are quite good
- all separately defined course requirements contributing to the final grade are met.
pronunciation sounds clear and natural with different nuances in tone
- comprehension of key points as well as details of demanding professional material is good and
- acquired knowledge can be implemented with ease
- fluent and proficient language is used with a good sense of style and register
- communication seems professional, interactive and efficient with very few mistakes made
- all separately defined course requirements contributing to the final grade are met.
Hilda Szabo
Materials will be provided in Moodle plus student created materials.
Lectures, group discussions, self-study, concrete practical assignments.
Continuous assessment, peer-feedback/assessment, participation in lectures, meeting and negotiation sessions, submitting documents for a job application and participating in Job interviews.
English
01.09.2021 - 30.11.2021
02.07.2021 - 15.09.2021
3 cr
20IENVE
Taru Owston, Emmanuel Abruquah
Environmental Engineering
Bachelor's Degree Programme in Environmental Engineering, Open University of Applied Sciences
TAMK Main Campus
0-5
If you have achieved the learning goals of the course elsewhere write an email to the teachers explaining when and where and attach proof.
The in-class activities are directly linked to working life. Job application process and documents. Meetings and Negotiations etc.
No exams, Continuous assessment based on the tasks given.
International group. The online seminar is available internationally,
Two hours of contact teaching per week and two hours of work in own time. The blog writing and online seminar will take longer.
Job application process.
Business communication.
Blog writing
Online seminar
The student has not attended 80% of the lessons and has not submitted any of the assignments.
pronunciation is not always correct but acceptable for communication
- comprehension of key points of limited professional material is fairly good and with tools for studies
- basic knowledge is acquired and shared
- basic and unclear expressions are used in communication but the main message is shared and
- transmitted with some professional touch
- communication seems clumsy and limited but some attention is paid to the interaction
- all separately defined course requirements contributing to the final grade are met.
pronunciation sounds clear and quite natural
- comprehension of key points as well as details of professional material is good and acquired
- knowledge can be implemented
- clear professional expressions are used and the number of mistakes is limited
- communication seems professional and interpersonal skills are quite good
- all separately defined course requirements contributing to the final grade are met.
pronunciation sounds clear and natural with different nuances in tone
- comprehension of key points, as well as details of demanding professional material, is good and
- acquired knowledge can be implemented with ease
- fluent and proficient language is used with a good sense of style and register
- communication seems professional, interactive and efficient with very few mistakes made
- all separately defined course requirements contributing to the final grade are met.
English
24.08.2021 - 31.07.2022
25.07.2021 - 23.08.2021
60 cr
AVOINAMK
0 - 10
Bachelor's Degree Programme in Environmental Engineering
TAMK Main Campus
0-5
The achieved competence is sufficient for passing the course but remains narrow. Student shows throughout the course (assignments, classroom discussions) and at the exam that is familiar with the basic concepts and phenomena related to environmental management systems, auditing and other themes discussed during the course. Student has basic theoretical knowledge in environmental management systems. The group work was done, reported and presented within the deadline but background information remained minimal, reporting structured according to the instructions but literature references are missing, presentation incomplete, discussion and conclusions are inadequate showing that only narrow competence is achieved.
The achieved competence is structured and student can apply the theoretical knowledge in known situations. Student knows and understands the basic concepts and phenomena related to environmental management systems, auditing and other themes discussed during the course. Student has good knowledge in the structure of environmental management systems and the student understands the requirements of environmental management systems (for example ISO 14001, EMAS). Student is motivated towards the subjects discussed. The group work was done, reported and presented properly and within the deadline, background information collected, reporting has been structured according to the instructions, with references to the reliable sources, presentation of the results mostly correct eventually with small mistakes, discussion and conclusions are adequate showing deep understanding of the concepts and ability to apply them.
The achieved competence is wide and student can apply the theoretical knowledge in changing situations. Student has fluent knowledge and understanding the basic concepts and phenomena related to environmental management systems, auditing and other themes discussed during the course. Student has fluent knowledge in the structure of environmental management systems and the student understands the requirements of environmental management systems (for example ISO 14001, EMAS). Student is motivated towards the subjects discussed, shows creativity and has a positive attitude towards developing itself.
The group work was done, reported and presented very well and within the deadline, background information collected, reporting has been structured according to the instructions, with references to the reliable sources, presentation correct, discussion and conclusions are adequate and based on comparison to literature, conclusions are clear and clearly expressed. The work shows deep understanding of the concepts and that the student has sufficient skills to apply correctly the theoretical knowledge.
Hilda Szabo
All materials will be distributed via Tabula. Lecture materials include references to relevant literature.
Contact teaching, assignments, self-study, group works and a field visit. Language of instruction is English.
The evaluation of the course is based on continuous evaluation:
Learning outcomes that are based on the knowledge and skills achieved with the course assignments, reports and exam.
The final grade consists of the following elements:
- Exam, 30 %
- Group work (CSR), 40 %
- Individual assignment, 30 %
Late submissions will affect the grade.
English
16.08.2021 - 31.12.2021
17.07.2021 - 15.08.2021
5 cr
20IENVE
Juha Mettälä
Environmental Engineering
Bachelor's Degree Programme in Environmental Engineering, Open University of Applied Sciences
TAMK Main Campus
0-5
No alternative ways to pass the course.
There will be an open book Tabula exam in the end of the course. The exam date will be published shortly after the course starts.
Contact teaching, group works done during the lecture time, and a site visit 50 hours, self-study (reports, exercises, exam) 96-108 hours. Approximately 85 hours in total. Given hours are approximates and are based on general guidelines (1 ECTS cr equals approx. 27 h of work).
See lecture schedules, topics and classrooms from Lukkarikone at lukkarit.tamk.fi
Student do not participate group work and fails to submit the assignment in time. Student does not participate on the exam or do not otherwise pass the exam.
Student participated in the group work, personal assignment and in the exam. The achieved competence is sufficient for passing the course but remains narrow.
Student shows throughout the course (assignments, classroom discussions) and at the exam that is familiar with the basic concepts and phenomena related to environmental management systems, auditing and other themes discussed during the course. Student has basic theoretical knowledge in environmental management systems.
The group work was done, reported and presented within the deadline but background information remained minimal, reporting structured according to the instructions but literature references are missing, presentation incomplete, discussion and conclusions are inadequate showing that only narrow competence is achieved.
Student participated in the group work and in the exam. The achieved competence is structured and student can apply the theoretical knowledge in known situations.
Student knows and understands the basic concepts and phenomena related to environmental management systems, auditing and other themes discussed during the course. Student has good knowledge in the structure of environmental management systems and the student understands the requirements of environmental management systems (for example ISO 14001, EMAS). Student is motivated towards the subjects discussed.
The group work was done, reported and presented properly and within the deadline, background information collected, reporting has been structured according to the instructions, with references to the reliable sources, presentation of the results mostly correct eventually with small mistakes, discussion and conclusions are adequate showing deep understanding of the concepts and ability to apply them.
Student participated in the group work and in the exam. The achieved competence is wide and student can apply the theoretical knowledge in changing situations.
Student has fluent knowledge and understanding the basic concepts and phenomena related to environmental management systems, auditing and other themes discussed during the course. Student has fluent knowledge in the structure of environmental management systems and the student understands the requirements of environmental management systems (for example ISO 14001, EMAS). Student is motivated towards the subjects discussed, shows creativity and has a positive attitude towards developing itself.
The group work was done, reported and presented very well and within the deadline, background information collected, reporting has been structured according to the instructions, with references to the reliable sources, presentation correct, discussion and conclusions are adequate and based on comparison to literature, conclusions are clear and clearly expressed. The work shows deep understanding of the concepts and that the student has sufficient skills to apply correctly the theoretical knowledge.
Evaluation criteria is available in Finnish only.
Evaluation criteria is available in Finnish only.
Evaluation criteria is available in Finnish only.
Hilda Szabo
Kurssi-Moodleen linkitetty sekä muu opettajan laatima materiaali. (not translated)
Opetuskeskustelu, ryhmä- ja parityöskentely, harjoitukset, tavoitteiden asettaminen ja niitä kohti pyrkiminen monipuolisten palautteiden avulla. (not translated)
Kaikki kurssitehtävät tehtyinä ja läsnäoloa verkko-opetuksessa vähintään 80 %. Kurssi painottuu harjoituksineen suulliseen viestintään. Arvosana määräytyy seuraavasti: esittelevä puhe 1/3, kielenhuoltotesti 1/3 ja standardimuotoinen raportti 1/3. (not translated)
Finnish
18.10.2021 - 02.12.2021
02.07.2021 - 05.09.2021
3 cr
21IENVE
10 - 25
Marja Oksanen
Ensimmäiset oppitunnit tiistaina 26.10. klo 9 - 11 luokassa B6-30. (not translated)
Environmental Engineering
Bachelor's Degree Programme in Environmental Engineering, Open University of Applied Sciences
TAMK Main Campus
1 cr
0-5
Vastaava korkeakoulutasoinen viestinnän kurssi. (not translated)
Ei ole. (not translated)
Kurssiin ei kuulu tenttiä. (not translated)
Oman kansainvälisen perusryhmän, 21IENVEn hyödyntäminen mahdollisuuksien mukaan. (not translated)
Kurssi sisältää kohtuullisen paljon kotona tehtävää työtä: niin puheiden valmistelua kuin kirjoittamistakin. Yhden periodin aikana kurssista muodostuu intensiivinen kokonaisuus. (not translated)
Kurssi-Moodleen rakentuvan rungon mukaan. (not translated)
Opiskelija ei ole osannut tehdä kurssitehtäviä niille asetettujen tavoitteiden mukaan tai jättänyt muusta syystä niitä tekemättä tai palauttamatta ja/tai hänellä on poissaoloja enemmän kuin 20 %. (not translated)
Opiskelija kirjoittaa ymmärrettävästi ja asiatyylisesti asiakirjastandardia jäljitellen. Tekstin rakentaminen on hapuilevaa, ja kielen muoto- ja tyyliseikoissa on huomautettavaa. Väitteiden perusteleminen on vaatimatonta.
Opiskelija kykenee pitämään puhe-esityksensä visuaalisen havainnollistuksen kera asiallisesti, joskin sen kestossa, rakenteessa, vuorovaikutuksellisuudessa tai äänenkäytössä on paljonkin huomautettavaa. (not translated)
Opiskelija viestii kirjoittaen jäsentyneesti ja havainnollisesti. Olennainen tieto välittyy selkeästi, ja teksti on melko virheetön ja noudattelee asettelultaan täysin asiakirjastandardia. Opiskelija osaa esittää asiat erotellen omat näkemyksensä lähteistä hankkimistaan tiedoista niin, että referointi niveltyy luontevasti muuhun tekstiin.
Opiskelijan puhe-esitys on vastaanottajat ja tilanteen huomioiva ja rakenteeltaan toimiva. Puheensa aikana opiskelija pitää katsekontaktin yleisöön ja puhuu omin sanoin. (not translated)
Opiskelija viestii kirjoittaen vakuuttavasti, perustellen näkemyksensä monipuolisesti. Hänen tekstinsä olennainen tieto on erinomaisesti jäsennelty sekä tiivistetty. Kieli on virheetöntä ja tyyli hallittua.
Opiskelija osaa puhua vakuuttavasti, innostuneesti ja vuorovaikutteisesti. Hän esiintyy luontevasti ja asiallisesti onnistuen ylläpitämään yleisön mielenkiinnon koko esityksen ajan. Hän osaa hyödyntää äänen tehokeinoja. (not translated)
A student can write comprehensible and formal documents and reports having a rough idea of standards. Structures of the texts are unclear and forms, styles and correctness of the language earn much comments. A level of argumentation is low. She/he has been able to complete all course assignments.
Student’s written communication is structural and demonstrational. It is easy to catch the essential information of texts, which language is quite correct and faithful to the report standard. Student is able to present gained information from sources so that the summarizing separates clearly from her/his own ideas but combining these two parts natural way. Student completes all tasks in timetable, is active and gives strong arguments for her/his opinions. Her/his assignments have functional structures and fit a situation and a receiver.
Student’s written communication is convincing, and she/he is able to present versatile arguments to her/his opinions. The essential information of her/his text has been structured and summarized properly. She/he uses correct language and controlled style obeying the guidelines of reporting perfectly. She/he attends contact lessons active and constructive way.
Johanna Granlund
TAMKin kirjallisen raportoinnin ohje
opettajan materiaali Tabulassa
verkkotehtävät (not translated)
etätapaamiset lukujärjestyksen mukaan
kirjoitustehtävät ja muut harjoitukset
kirjoittamisen työpajat (not translated)
kurssitehtävien suorittaminen ajallaan
raportti
työpajoihin osallistuminen (not translated)
Finnish
01.08.2021 - 31.12.2021
02.07.2021 - 09.09.2021
3 cr
20AI112
Johanna Granlund
Mechanical Engineering
Degree Programme in Vehicle Engineering, students who began in 2014-2018, Bachelor's Degree Programme in Environmental Engineering, Open University of Applied Sciences
TAMK Main Campus
3 cr
0-5
ei ole (not translated)
Toteutuksella ei ole tenttiä. (not translated)
etäopetustunnit lukujärjestyksen mukaisesti
palautekerroille osallistuminen
Aikataulu esitellään kurssin alussa ja sitä muokataan tarvittaessa. (not translated)
Opiskelija ei ole palauttanut hyväksyttyä raporttia.
Opiskelija ei tunne tai osaa käyttää TAMKin Kirjallisen raportoinnin ohjetta ja/tai raporttipohjaa. Kielessä on merkittäviä puutteita, jotka haittaavat luettavuutta ja ymmärrettävyyttä. (not translated)
Opiskelija viestii ymmärrettävästi ja asiatyylisesti jäljitellen malleja ja ohjeita. Opiskelija löytää lähteitä, joskin niiden käyttö ja referointi on vähäistä ja ohjeiden vastaista. Väitteiden perusteleminen puuttuu kokonaan tai on vaatimatonta. Tekstin rakentaminen on hapuilevaa, ja kielen muoto- ja tyyliseikoissa on huomautettavaa. (not translated)
Opiskelija viestii esityksissään jäsentyneesti ja havainnollisesti. Esitetyt näkemykset on perusteltu, ja lähteet valittu tarkoituksenmukaisesti, lähteet on merkitty ohjeistuksen mukaisesti. Referointi niveltyy luontevasti muuhun tekstiin. Olennainen tieto välittyy selkeästi, ja tekstit ovat melko virheettömiä. (not translated)
Opiskelija viestii esityksissään vakuuttavasti perustellen näkemyksensä monipuolisesti. Hän käyttää lähteitä arvioivasti ja kommentoiden. Laadittujen tekstien olennainen tieto on erinomaisesti jäsennelty ja tiivistetty. Tekstin kieli ja tyyli on hallittua, ohjeistusta noudattelevaa ja liki virheetöntä. (not translated)
A student can write comprehensible and formal documents and reports having a rough idea of standards. Structures of the texts are unclear and forms, styles and correctness of the language earn much comments. A level of argumentation is low. She/he has been able to complete all course assignments.
Student’s written communication is structural and demonstrational. It is easy to catch the essential information of texts, which language is quite correct and faithful to the report standard. Student is able to present gained information from sources so that the summarizing separates clearly from her/his own ideas but combining these two parts natural way. Student completes all tasks in timetable, is active and gives strong arguments for her/his opinions. Her/his assignments have functional structures and fit a situation and a receiver.
Student’s written communication is convincing, and she/he is able to present versatile arguments to her/his opinions. The essential information of her/his text has been structured and summarized properly. She/he uses correct language and controlled style obeying the guidelines of reporting perfectly. She/he attends contact lessons active and constructive way.
Markus Aho
Finnish
01.01.2022 - 31.07.2022
02.12.2021 - 11.01.2022
3 cr
19I111
19I180
KIELET suomi ja viestintä Virtuaalihenkilö
Mechanical Engineering
Degree Programme in Vehicle Engineering, students who began in 2014-2018, Bachelor's Degree Programme in Environmental Engineering, Open University of Applied Sciences
TAMK Main Campus
0-5
A student can write comprehensible and formal documents and reports having a rough idea of standards. Structures of the texts are unclear and forms, styles and correctness of the language earn much comments. A level of argumentation is low. She/he has been able to complete all course assignments.
Student’s written communication is structural and demonstrational. It is easy to catch the essential information of texts, which language is quite correct and faithful to the report standard. Student is able to present gained information from sources so that the summarizing separates clearly from her/his own ideas but combining these two parts natural way. Student completes all tasks in timetable, is active and gives strong arguments for her/his opinions. Her/his assignments have functional structures and fit a situation and a receiver.
Student’s written communication is convincing, and she/he is able to present versatile arguments to her/his opinions. The essential information of her/his text has been structured and summarized properly. She/he uses correct language and controlled style obeying the guidelines of reporting perfectly. She/he attends contact lessons active and constructive way.
Markus Aho
Finnish
01.01.2022 - 31.07.2022
02.12.2021 - 11.01.2022
3 cr
19I160
KIELET suomi ja viestintä Virtuaalihenkilö
Mechanical Engineering
Degree Programme in Vehicle Engineering, students who began in 2014-2018, Bachelor's Degree Programme in Environmental Engineering, Open University of Applied Sciences
TAMK Main Campus
0-5
A student can write comprehensible and formal documents and reports having a rough idea of standards. Structures of the texts are unclear and forms, styles and correctness of the language earn much comments. A level of argumentation is low. She/he has been able to complete all course assignments.
Student’s written communication is structural and demonstrational. It is easy to catch the essential information of texts, which language is quite correct and faithful to the report standard. Student is able to present gained information from sources so that the summarizing separates clearly from her/his own ideas but combining these two parts natural way. Student completes all tasks in timetable, is active and gives strong arguments for her/his opinions. Her/his assignments have functional structures and fit a situation and a receiver.
Student’s written communication is convincing, and she/he is able to present versatile arguments to her/his opinions. The essential information of her/his text has been structured and summarized properly. She/he uses correct language and controlled style obeying the guidelines of reporting perfectly. She/he attends contact lessons active and constructive way.
Markus Aho
Finnish
01.01.2022 - 31.07.2022
02.12.2021 - 11.01.2022
3 cr
19I228K
19I190
KIELET suomi ja viestintä Virtuaalihenkilö
Mechanical Engineering
Degree Programme in Vehicle Engineering, students who began in 2014-2018, Bachelor's Degree Programme in Environmental Engineering, Open University of Applied Sciences
TAMK Main Campus
0-5
Student has been able to complete all the assignments acceptably. She/he can exchange greetings/farewells, introduce oneself, name a few objects and copy some words that she/he has learned. It is hard for her/him to attend a simple conversation or create a short text. Her/his pronunciation causes difficulties to understand meanings of produced speech.
Student has an active attitude towards studying Finnish language showing that by completing course tasks according to the schedule. She/he is able to cope in most common everyday situations: shopping, travelling, and visiting people. A student is able to write brief messages (e.g. e-mail, text message, and post card) in Finnish and is able to pronounce Finnish clearly enough. Student’s mother tongue may have an effect in pronunciation and/or sentence structure, but it doesn’t cause big problems to understand the meaning of messages.
Student has a positive and active attitude towards learning language. She/he can pronounce Finnish distinctively and is able to use suitable and varied expressions in everyday situations using grammar mostly correct way. A student can participate in a conversation asking and responding to questions about topics studied in the course. She/he can write simple descriptions or stories and recombine words and phrases into new sentences.
Hilda Szabo
Textbook with audio: SUN SUOMI - Finnish for beginners (by Kristiina Kuparinen, Terhi Tapaninen & Karoliina Kuisma). You can find the book in the TAMK library, but it is recommended to buy the book, because it will be used in all three Finnish courses. Materials made by the teacher and e-materials - both of them linked in Moodle.
Different methods: contact teaching, study conversation, cooperative learning, oral and written exercises and games. Also online material is utilized. All materials have been collected and structured in Moodle. The idea is to make learning basics of Finnish not only important but also interesting and fun.
A course grade will be formed on the basis of a result of the written exam.
Finnish
English
18.10.2021 - 02.12.2021
02.07.2021 - 12.09.2021
3 cr
21IENVE
10 - 25
Marja Oksanen
The first lesson on Monday 25 October at 11.00.
Environmental Engineering
Bachelor's Degree Programme in Environmental Engineering, Open University of Applied Sciences
TAMK Main Campus
1 cr
0-5
In case you have completed a similar course in another university, please fill in the application form in Pakki and add the necessary documents (transcript of records).
If you have informally accomplished the goals and want to discuss how to show your skill please contact the teacher via email and explain why you think you should be exempted from the course and how you would you like to develop your Finnish skills.
No.
On Thursday the 9th of December, retake on Friday the 10th of December.
The whole group is internatinal!
Finnish language is so different from the most students' mother tongues which means rather much work to get in communication in Finnish. This time the studying demands time and collaboration. A regular and active attendance in lessons is important and also compulsory to pass the course. But as said, in addition to it much private learning is needed. 3 ECT course means 3 x 27 hours' (81 hours') work! To build up one's motivation is very important: to find useful, fun and creative ways to learn, use and understand Finnish. So have Finnish as a hobby also in your free time!
The contents according to course Moodle structure and the textbook.
Uncompleted assignments, great difficulties to understand and produce the simplest basic phrases and expressions. More than 20 % absences from online lessons.
Students have been able to complete all the assignments acceptably. They can exchange greetings/farewells, introduce oneself, name a few objects and copy some words that she/he has learned. It is hard for them to attend a simple conversation or create a short text. Their pronunciation causes difficulties to understand meanings of produced speech.
Students have an active attitude towards studying Finnish language showing that by completing course tasks according to the schedule. They are able to cope in most common everyday situations: shopping and meeting people. Students are able to write brief texts (e.g. e-mail, text message, and post card) and are able to pronounce Finnish clearly enough. Students' mother tongue may have an effect in pronunciation and/or sentence structure, but it doesn’t cause big problems to understand the meaning of messages.
Students have a positive and active attitude towards learning language. They can pronounce Finnish distinctively and are able to use suitable and varied expressions in everyday situations using grammar mostly correct way. Students can participate in a conversation asking and responding to questions about topics studied in the course. They can write simple texts and recombine words and phrases into new sentences.
Students have been able to complete all the assignments acceptably. They can tell about few of the achieved course contents, but their expression stays limited: both spoken and written language is partly hard to understand. It is difficult for them to take part to a simple discussion. Also their incomplete pronunciation may cause difficulties to understand their speech.
Students have an active attitude towards studying Finnish language showing that by completing course tasks according to the schedule. They are able to cope in most achieved oral course exercises. Students are able to write short texts about their home, travelling or clothes in Finnish and are able to pronounce Finnish clearly enough. Students’ mother tongue may have an effect in pronunciation and/or sentence structure, but it doesn’t cause problems to understand the meaning of messages.
Students have a positive and active attitude towards learning language. They can pronounce Finnish distinctively and are able to use suitable and varied expressions in achieved course exercises using grammar mostly correct way. A student can participate in a conversation asking and responding to questions about topics studied in the course. She/he can write simple descriptions or stories and recombine words and phrases into new sentences. They understand the importance of good Finnish language skills to get a job in Finland.
Päivi Suominen-Tontti
Teachers material. It will be discussed about choosing or continuing with some study book in the first lesson.
The idea is to learn basics of Finnish, not only important but also interesting and fun.
o pronunciation exercises
o vocabulary exercises
o structural exercises
o conversational and drama exercises
o listening comprehension exercises
o reading comprehension exercises
o written exercises.
In this course you develop your Finnish skills starting from your level.
Discussion and using new vocabulary in lessons is very important.
Finnish
English
01.08.2021 - 31.12.2021
10.06.2021 - 10.09.2021
3 cr
21KVTBIOT
Päivi Suominen-Tontti
Bioproduct Engineering
Bachelor's Degree Programme in Environmental Engineering, Open University of Applied Sciences
TAMK Main Campus
0-5
A written exam will be conducted in the end of the course. The date will be informed during the course.
Lessons 8 x 2h, distance learning between lessons in groups and yourself.
Students have been able to complete all the assignments acceptably. They can tell something about achieved course contents, but their expression stays limited and/or insufficient and includes a lot of structural mistakes. Both spoken and written language is partly hard to understand. It is difficult for them to take part to a simple discussion. Also their incomplete pronunciation may cause difficulties to understand their speech.
Students have an active attitude towards studying Finnish language showing that by completing course tasks according to the schedule. They can cope in most achieved oral course exercises quite well. Students are able to write short texts about their environment and matters considering their becoming profession. Their pronunciation is quite good.
Students have a positive and active attitude towards learning language. They can pronounce Finnish distinctively and are able to use suitable and varied expressions in achieved course exercises using grammar mostly correct way. Students can participate in a conversation asking and responding to questions about topics studied in the course. They can write simple descriptions or summaries and recombine words and phrases into new sentences.
Hilda Szabo
We continue with a familiar material: Kristiina Kuparinen - Terhi Tapaninen - Karoliina Kuisma SUN SUOMI Finnish for beginners, also a bit of authentic material, material made or linked in Moodle by the teacher.
Contact teaching, study conversation, cooperative learning, oral and written exercises and games.
Regular participation - to pass the course the minimum attendance 80 % is required - and performed assignments. The grade will be given as follows: short tests during the course 33 %, video made in a small group 33 % final test 33 %. Class activity may raise a grade.
Finnish
English
30.08.2021 - 04.11.2021
02.07.2021 - 31.07.2021
4 cr
20IENVE
10 - 25
Marja Oksanen
Level A1 - A2.
Environmental Engineering
Bachelor's Degree Programme in Environmental Engineering, Open University of Applied Sciences
TAMK Main Campus
1 cr
0-5
In case you have completed a similar course in another university, please fill in the application form in Pakki and add the necessary documents (transcript of records).
If you have informally accomplished the goals and want to discuss how to show your skill please contact the teacher via email and explain why you think you should be exempted from the course and how you would you like to develop your Finnish skills.
-
There are smaller tests during the course and the final test will take place in the end of the course. Let's arrange its date and time together.
The whole group is international!
Two weekly double lessons - as mentioned above - almost the whole autumn term. The scheduled lunch breaks may cut our lessons both on Tuesday and on Wednesday. The break after studying Finnish in the spring causes need to revise before learned. Because this is a 4 ECT course, the total amount of student work has been estimated at least 4 x 27 hours = 108 hours. So quite much independent work is needed to improve the skills of basic Finnish. Try your best to make Finnish language your hobby!
At first setting individual goals for the course and during the course actively striving for them to be able at last to reflect one's success. In the beginning a bit of revision of earlier learnt. Mainly following the order of the textbook SUN SUOMI.
A student has great difficulties to understand and produce the simplest basic phrases and expressions. Pronunciation causes misunderstanding. She/he has not attended regularly contact lessons having more than 20 % absences and she/he has not managed to complete all assignments.
Students have been able to complete all the assignments acceptably. They can tell something about achieved course contents, but their expression stays limited and/or insufficient and includes a lot of structural mistakes. Both spoken and written language is partly hard to understand. It is difficult for them to take part to a simple discussion. Also their incomplete pronunciation may cause difficulties to understand their speech.
Students have an active attitude towards studying Finnish language showing that by completing course tasks according to the schedule. They can cope in most achieved oral course exercises quite well. Students are able to write short texts about their environment and matters considering their becoming profession. Their pronunciation is quite good.
Students have a positive and active attitude towards learning language. They can pronounce Finnish distinctively and are able to use suitable and varied expressions in achieved course exercises using grammar mostly correct way. Students can participate in a conversation asking and responding to questions about topics studied in the course. They can write simple descriptions or summaries and recombine words and phrases into new sentences.
Knowledge of the most essential phenomena and related quantities and units in fluid mechanics and thermophysics. Capability to analyse qualitatively and quantitatively simple cases related phenomena similar to discussed examples
In addition capability to apply the principles to new situations. Fluent usage of the terminology and models in presentations of justified qualitative and quantitative analyses of phenomena
In addition versatile ability to analyse phenomena qualitatively and quantitaively realizing the limitations related to theories in use.
Hilda Szabo
Physics for Scientists and Engineers, Randall D. Knight, Pearson, 3. or 4. Edition
Technical Formulas, Tammertekniikka
Lecture material on the Moodle site
demonstrations
independent e-learning
classroom teaching/ online teaching
exercises
cooperative learning
weekly exams and final exam
The course is graded on a scale of 0-5.
There are two options for evaluating the course. You can also use the both options, in which case the better grade will remain in effect:
1. Option: The grade consists of the sum of points for the weekly tests, the measurement task, the assignment and the final exam and homework.
Week exams: 2 x 6 p = 12 p
Group assignments: 2 x 6 p = 12 p
Homework: 6 p (15% = 1p, 30% = 2p, ...., 90% = 6p)
Final exam: 30 p
2. Option: Only the final exam with double points: 2 x 30 p
The preliminary score limits are:
Grade 1: 20-28 p
Grade 2: 29-36 p
Grade 3: 37-44 p
Grade 4: 45-52 p
Grade 5: 53-60 p
English
18.10.2021 - 08.12.2021
18.09.2021 - 17.10.2021
3 cr
21IENVE
Sampo Saari
Environmental Engineering
Bachelor's Degree Programme in Environmental Engineering, Open University of Applied Sciences
TAMK Main Campus
0-5
Weekly tests are held approximately every four weeks. Weekly exams cannot be renewed. The exact updated schedule in the Moodle.
Resits can be found in Pakki.
More detailed schedule in Moodle.
Student understands the basic concepts of functions and matrices and is able to solve simple applications that are similar to the model problems solved during the course.
In addition, student is able to solve simple equations involving basic functions and knows how to apply matrices to technical problems. Student is also able to explain the methods of her/his solutions.
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.
Hilda Szabo
All material, theory and exercises, can be found in TuniMoodle. If necessary, a student can use math books he/she has used before and the Internet to search more information about the topics. A student can borrow books in TAMK library. The solutions for the some homework will be published in TuniMoodle after every deadline.
Lessons, exercises, self-study, videos, homework, exam.
The final grade is based on the exam. To pass the exam a student has to get at least 40 % of the maximum points.
40 % -> grade 1
52,5 % -> grade 2
65 % -> grade 3
77,5 % -> grade 4
90 % -> grade 5
English
18.10.2021 - 31.12.2021
26.08.2021 - 17.10.2021
3 cr
21IENVE
Jukka Suominen
Environmental Engineering
Bachelor's Degree Programme in Environmental Engineering, Open University of Applied Sciences
TAMK Main Campus
0-5
The exam will be held on Monday, 13th of December at 08.00-11.00 in the classroom B4-27.
Two re-sit exams, the first one in January 2022 and the second one in February 2022 (more details later).
Topics are shown in TuniMoodle.
Student understands the basic concepts of geometry and vector calculations and is able to solve simple applications that are similar to the model problems solved during the course.
In addition, student is able to solve basic geometrical problems and knows how to apply vectors to technical problems. Student is also able to explain the methods of her/his solutions.
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.
Hilda Szabo
All material, theory and exercises, can be found in TuniMoodle. If necessary, a student can use math books he/she has used before and the Internet to search more information about the topics. A student can borrow books in TAMK library. The solutions for the some homework will be published in TuniMoodle after every deadline.
Lessons, exercises, self-study, videos, exercises, group work, homework, exam.
The final grade is based on the exam and the homework. A homework package is given weekly (appr. 8-9 packages). One point is given for every submitted homework package in Moodle. Homework packages are not accepted by email. The maximum points for the test is 41-42 points. The homework and the test together give the maximum of 50 points. The grade is based on the following table
12,5 points -> grade 1
20 points -> grade 2
27,5 points -> grade 3
35 points -> grade 4
42,5 points -> grade 5
English
01.08.2021 - 17.10.2021
01.08.2021 - 20.09.2021
3 cr
21IENVE
Jukka Suominen
A student is expected to have a calculator and a formula book.
Environmental Engineering
Bachelor's Degree Programme in Environmental Engineering, Open University of Applied Sciences
TAMK Main Campus
0-5
The exam will be held on Monday, 11th of November at 14.15-17.00.
Two resit exams, the first one in December, the second one in January 2022 (more details later).
A student is expected to work 27 hours / credit unit.
Topics will be shown in TuniMoodle.
Timo Parkkinen
English
20.10.2021 - 08.03.2022
01.12.2021 - 17.01.2022
3 cr
21IENVE
Johannes Jermakka
Environmental Engineering
Bachelor's Degree Programme in Environmental Engineering
TAMK Main Campus
0-5
Student can recognize, name and define basic concepts in material circulation and resource efficiency.
Student manages the assigned tasks under supervision. Student knows diverse courses of action but cannot justify his/her choices. Completion of the assigned exercises is based on routine and pre-learned performance.
Student can give and receive feedback. He/she considers and assesses things from his/her viewpoint. Student takes responsibility for his/her own work. Student can describe the economic and wellbeing related effects of his/her own work in relation to material circulation and resource efficiency.
Student structures, applies, explains and compares things in relation to one another between field-related phenomena and concepts in material circulation and resource efficiency.
Student is able to select the most appropriate course of action from diverse options and justify his/her choices. Student is able to apply, make plans and solve problems related to material circulation and resource efficiency.
Student can give and receive feedback actively and constructively. Student considers and assesses things both from his/her and the close community’s viewpoint. Student can cooperate responsibly and is ready to develop his/her interaction skills. Student also recognizes and follows the important courses of action in the field. Student takes responsibility and commits to the group activities in addition to his/her own work. Student can describe and assess the economic and wellbeing related effects of his/her own work.
Student understands extensive entities and relations between them, and is able to generalize, analyse and relate the introduced concepts in material circulation and resource efficiency to the professional context.
Student can search for diverse courses of action and solution alternatives, justify his/her choices and try new courses of action in material circulation and resource efficiency. Student is able to combine solution alternatives creatively or creates new ones.
Student uses feedback systematically as a professional growth tool in his/her own work and the community. Student considers and assesses himself/herself and his/her professional task. Student can cooperate responsibly, flexibly and constructively. Student works responsibly and in a committed manner considering the community and field requirements and needs. Student understands the economic and wellbeing related effects of his/her work and can anticipate them in his/her work.
Hilda Szabo
Materials are provided during the course. Additionally any relevant books, articles and content.
Zoom lectures, workshops, company presentations, individual assignments, group work.
Assessment is based on individual assignments and group work. Active participation on Zoom lectures can positively affect the grading.
English
30.08.2021 - 31.12.2021
02.07.2021 - 23.08.2021
4 cr
19IENVE
21KVIENVE
20 - 40
Noora Markkanen
Environmental Engineering
Bachelor's Degree Programme in Environmental Engineering, Open University of Applied Sciences
TAMK Main Campus
4 cr
0-5
No alternative implementation methods.
No exam
International study group
39h teaching, 69h individual work
Student is not able to recognize, name and/or define basic concepts in material circulation and resource efficiency.
Student is not able to perform the assigned tasks as asked and therefore is not able to demonstrate his / her learning outcome.
Student can recognize, name and define basic concepts in material circulation and resource efficiency.
Student manages the assigned tasks under supervision. Student knows diverse courses of action but cannot justify his/her choices. Completion of the assigned exercises is based on routine and pre-learned performance.
Student can give and receive feedback. He/she considers and assesses things from his/her viewpoint. Student takes responsibility for his/her own work.
Student structures, applies, explains and compares things in relation to one another between field-related phenomena and concepts in material circulation and resource efficiency.
Student is able to select the most appropriate course of action from diverse options and justify his/her choices. Student is able to apply, make plans and solve problems related to material circulation and resource efficiency.
Student can give and receive feedback actively and constructively. Student considers and assesses things both from his/her and the close community’s viewpoint. Student can cooperate responsibly and is ready to develop his/her interaction skills. Student also recognizes and follows the important courses of action in the field. Student takes responsibility and commits to the group activities in addition to his/her own work.
Student understands extensive entities and relations between them, and is able to generalize, analyse and relate the introduced concepts in material circulation and resource efficiency to the professional context.
Student can search for diverse courses of action and solution alternatives, justify his/her choices and try new courses of action in material circulation and resource efficiency. Student is able to combine solution alternatives creatively or creates new ones.
Student uses feedback systematically as a professional growth tool in his/her own work and the community. Student considers and assesses himself/herself and his/her professional task. Student can cooperate responsibly, flexibly and constructively. Student works responsibly and in a committed manner considering the community and field requirements and needs.
Knowledge of the most essential phenomena and related quantities and units in mechanics. Capability to analyse, when guided qualitatively and quantitatively simple cases related phenomena similar to discussed examples.
In addition capability to apply the principles to new situations. Can use the terminology and models in presentations of justified qualitative and quantitative analyses of phenomena
In addition versatile, fluent ability to analyse phenomena qualitatively and quantitaively realizing the limitations related to theories in use.
Hilda Szabo
Physics for Scientists and Engineers, Randall D. Knight, Pearson, 3. or 4. Edition
Technical Formulas, Tammertekniikka
Lecture material on the Moodle site
demonstrations
independent e-learning
classroom teaching/ online teaching
exercises
cooperative learning
weekly exams and final exam
The course is graded on a scale of 0-5.
There are two options for evaluating the course. You can also use the both options, in which case the better grade will remain in effect:
1. Option: The grade consists of the sum of points for the weekly tests, the measurement task, the assignment and the final exam and homework.
Week exams: 2 x 6 p = 12 p
Group assignments: 2 x 6 p = 12 p
Homework: 6 p (15% = 1p, 30% = 2p, ...., 90% = 6p)
Final exam: 30 p
2. Option: Only the final exam with double points: 2 x 30 p
The preliminary score limits are:
Grade 1: 20-28 p
Grade 2: 29-36 p
Grade 3: 37-44 p
Grade 4: 45-52 p
Grade 5: 53-60 p
English
30.08.2021 - 17.10.2021
02.07.2021 - 31.08.2021
3 cr
21IENVE
Sampo Saari
Environmental Engineering
Bachelor's Degree Programme in Environmental Engineering, Open University of Applied Sciences
TAMK Main Campus
0-5
Weekly tests are held approximately every four weeks. Weekly exams cannot be renewed. The exact updated schedule in the Moodle.
Resits can be found in Pakki.
More detailed schedule in Moodle.
Overall the achieved competence is sufficient but narrow. Student shows throughout the course that is familiar with the basic concepts and phenomena related to the subjects discussed during the course: main classes of hydrocarbons and functional compounds, main classes of (organic) pollutants and environmental processes.
Can solve model exercises correctly. Can perform volumetric, instrumental and simple microbiological analyses of soil samples or various water samples under supervision and has basic skills in reporting the results of the analysis. Overall knows the courses of action but cannot justify his/her choices. Completion of the tasks is based on routine and pre-learned performance.
Student can give and receive feedback, and considers and assesses things from his/her viewpoint. Student can work in a group and recognizes his/her interaction skills. Student takes responsibility for his/her own work
Overall the achieved competence is structural. Student shows throughout the course that is fluent in the basic concepts and phenomena related to the subjects discussed during the course: main classes of hydrocarbons and functional compounds, main classes of (organic) pollutants and environmental processes.
Can solve model excercises and new exercises correctly, based on given models is able to write chemical reactions of the organic compounds correctly. Can perform volumetric, instrumental and simple microbiological analyses of soil samples or various water samples independently. The reporting of the laboratory results shows that the student attends to apply the theoretical knowledge in explaining the results. Overall student is able to select appropriate course of action from diverse options, can make plans and apply his/her knowledge when solving problems and can justify the choices.
Student can give and receive constructive feedback and considers and assesses things both from his/her and the close community's viewpoint. Cooperates and is ready to develop his/her interaction skills. Student recognizes and follows the important courses of action in the field. Student takes responsibility and commits to the group activities in addition to his/her own work.
Overall the achieved competence is wide. Student shows throughout the course that is fluent in the basic concepts and phenomena related to the subjects discussed during the course: main classes of hydrocarbons and functional compounds, main classes of (organic) pollutants and environmental processes. Can solve model exercise and new exercises correctly, shows creativity in solving tasks, is able to write chemical reactions of the organic compounds correctly and independently. Can perform volumetric, instrumental and simple microbiological analyses of soil samples or various water samples independently.
Understands the background of the analytical method and the reporting of the results of the analysis shows that the student can apply the theoretical knowledge in explaining the results and can think about alternative solutions. Overall student is able to search for diverse courses of action and solution alternatives, justify his/her choices, try new courses of action and assess diverse solution alternatives.
Student uses feedback systematically as a professional growth tool in his/her own work and the community. Can cooperate responsibly, flexibly and constructively, and develops his/her own and the group's interaction. Student takes responsibility and commits to the group activities in addition to his/her own work.
Hilda Szabo
Handouts ( and exercises) and additional material posted in Tabula.
Contact teaching, exercises,group work, self study, assignments, laboratory exercises, reporting, exam
Grading scale is 0-5. The laboratory exercises and exam are mandatory parts of the course.The final grade will form based on achievments on the exam and assignments, quality of laboratory reports, course activity, involvment and interest.
English
30.08.2021 - 31.12.2021
02.07.2021 - 31.08.2021
6 cr
20IENVE
Johannes Jermakka, Seija Haapamäki, Hilda Szabo
Learning goals
-to know the different groups of hydrocarbons, compounds with functional groups, large molecular compounds of biological importance – their properties, naming and roles
-to understand the mechanisms of environmental pollution and to know the main pollutants of air, water and soil
-to understand the fundamentals of qualitative, quantitative and instrumental analysis
-to be familiar with volumetric and some instrumental analytical methods and to apply them in practice
Environmental Engineering
Bachelor's Degree Programme in Environmental Engineering, Open University of Applied Sciences
TAMK Main Campus
0-5
If you have completed a similar course elsewhere, please use the TAMK accreditation system.
Exam at the end of the course. Retakes will be agreed later.
Contact lessons and discussions 30 h
Laboratory exercises 34 h
Exams and feedback 5h
Self-study 87 h
Total 156 h
Hydrocarbons, functional compounds (alcohols, aldehydes and ketones, carboxylic acids, esthers, amines, amides, halogenated compounds), biochemistry (carbohydrates, lipids, proteins, nucleic acids). Overview of the most important environmental pollutants. Overview of chemical processes in the environment. Volumetry, chromatography, atomic absorbtion spectroscopy, indicator microorganisms and related laboratory exercises.
a. Exam and/or laboratory exercises have not been completed.
b. Despite participating in the laboratory exercises and the exam, the achieved competence is insufficient.
This means that, in spite of doing some of the assignments and being able to perform laboratory measurements and experiments under supervision, the student has not shown that they know the basic concepts discussed during the course, or has not shown sufficient skills in reporting the results of the measurements and experiments.
The student participated in the laboratory work and did the laboratory reports. Student participated in the exam.
Overall the achieved competence is sufficient but narrow. Student shows throughout the course (assignments, classroom discussions, laboratory exercises and exam) that:
-is familiar with the basic concepts and phenomena related to the subjects discussed during the course: main classes of hydrocarbons and functional compounds, main classes of (organic) pollutants and environmental processes
- can solve model exercises correctly
-can perform volumetric, instrumental and simple microbiological analyses of soil samples or various water samples under supervision
-has basic skills in reporting the results of the analysis
OThe student participated in the laboratory work and did the laboratory reports. Student participated in the exam.
Overall the achieved competence is structural. Student shows throughout the course (assignments, classroom discussions, laboratory exercises and exam) that:
-is fluent in the basic concepts and phenomena related to the subjects discussed during the course: main classes of hydrocarbons and functional compounds, main classes of (organic) pollutants and environmental processes
-can solve model exercise and new exercises correctly, based on given models is able to write chemical reactions of the organic compounds correctly (oxidation, reduction, addition, esterification, peptide formation….)
-can perform volumetric, instrumental and simple microbiological analyses of soil samples or various water samples independently
-the reporting of the laboratory results shows that the student attends to apply the theoretical knowledge in explaining the results
-student is clearly motivated and interested in the subjects discussed
The student participated in the laboratory work and did the laboratory reports. Student participated in the exam.
Overall the achieved competence is wide. Student shows throughout the course (assignments, classroom discussions, laboratory exercises and exam) that:
-is fluent in the basic concepts and phenomena related to the subjects discussed during the course: main classes of hydrocarbons and functional compounds, main classes of (organic) pollutants and environmental processes
-can solve model exercise and new exercises correctly, shows creativity in solving tasks, is able to write chemical reactions of the organic compounds correctly (oxidation, reduction, addition, esterification, peptide formation….) independently
-can perform volumetric, instrumental and simple microbiological analyses of soil samples or various water samples independently
-understands the background of the analytical method
-the reporting of the laboratory results shows that the student can apply the theoretical knowledge in explaining the results
-student is clearly motivated and interested in the subjects discussed, eventually brings up new subjects of interest
Student is able to use the basic rules of simplifying mathematical expressions and solve equations that are similar to the model problems solved during the course.
In addition, student is able to make mathematical models for simple technical applications and solve them. Student is also able to explain the methods of her/his solutions.
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.
Hilda Szabo
All material, theory and exercises, can be found in TuniMoodle. If necessary, a student can use math books he/she has used before and the Internet to search more information about the topics. Some solutions for the exercises will be published in TuniMoodle after every deadline.
Contact teaching / self study course. A student refreshes his/her previous math skills by reading material in TuniMoodle and, if necessary, finding more information on the Internet. He/she solves exercises and saves them in TuniMoodle by given dead-lines.
The final grade is based on the exam. To pass the exam a student has to get at least 40 % of the maximum points.
40 % -> grade 1
52,5 % -> grade 2
65 % -> grade 3
77,5 % -> grade 4
90 % -> grade 5
English
01.08.2021 - 31.12.2021
02.07.2021 - 05.09.2021
3 cr
21IENVE
Jukka Suominen
It is recommended that a student buys a calculator and a formula book.
Environmental Engineering
Bachelor's Degree Programme in Environmental Engineering
TAMK Main Campus
0-5
The exam will be held on Monday, 23rd of September at 14.15-17.00 in the classroom B4-27. A student has to complete and submit at least 50 % of the exercises to be able to attend the exam.
Two re-sit exams: the first one will be held on 13th of October at 17.00-20.00 and the second on Wednesday 10th of November at 17.00-20.00.
A student is expected to study 27 hours / cu.
Student can recognise, name and define phenomena and basic concepts in the laboratory experiments.
Student manages the assigned experiments under supervision. Student knows diverse courses of action, but cannot justify his/her choices.
Student can give and receive feedback, and considers and assesses things from his/her viewpoint. Student can work in a group and recognises important courses of action in the experiments. Student takes responsibility for his/her own work.
Student structures relations between pheno,ema and concepts related to the laboratory experiments. Student is able to apply his/her knowledge, and explain the phenomena and concepts.
Student can select the most appropriate course of action from different options and justify his/her choice. Student applies his/her knowledge, plans the experiments ahead and solves problems independently.
Student can give and receive feedback actively and constructively. Student considers and assesses things both from his/her and the close community's viewpoint. Student can cooperate responsibly and is ready to develop his/her interaction skills. Student recognises and follows the important courses of action in the field. Studen also takes responsibility and commits to the group activities in addition to his/her own work.
Student understands extensive entities and relations between them. Student is able to generalize, analyse and relate the laboratory experiments to the professional context.
Student can search for diverse courses of action and solution alternatives, justify his/her choices and try new courses of action. Student also assess diverse solution alternatives and combines solution alternatives creatively or creates new ones.
Student uses feedback systematically as a professional growth tool in his/her own work and the community. Student considers and assesses himself/herself and his/her professional community or task. Student can cooperate responsibly, flexibly and constructively, and develops his/her own and the group's interaction. Student works responsibly and in a committed manner considering the community and field requirements and needs.
Hilda Szabo
Any books on university level physics.
Laboratory instructions available at moodle.tuni.fi
Contact OR online teaching
Laboratory work
Written reports
Cooperative learning
English
30.08.2021 - 31.12.2021
02.07.2021 - 05.09.2021
3 cr
20IENVE
Sampo Saari, Jari Puranen
Participation in all laboratory exercises is mandatory. Laboratory exercise is completed when the student is present for the whole measurement and participates in the measurement activities.
Environmental Engineering
Bachelor's Degree Programme in Environmental Engineering, Open University of Applied Sciences
TAMK Main Campus
0-5
- Introductions, guidance 9 h
- Laboratory measurements 15 h
- Independent work 57 h
Total 81 h
Evaluation is based on the of the grades of the laboratory works. Each report is evaluated based on the work in the laboratory, results and the report.
Participation to measurement classes and presentations is compulsory.
Detailed evaluation, see in tabula: "Evaluation of Environmental Physics Labs"
Delivery times:
- 2 working weeks from the date of the measurements
- a delay will affect negatively on the grading
- the dead line is 4 working weeks from the date of measurements
If reports from several students are found to copies of each other (even partially), all those reports are disqualified, and students involved will need to perform new measurements for different laboratory assignments and write new reports from those measurements.
Participation to all measurement classes and presentations is compulsory.
Reports have been done,methods and results have been presented, structure and analyses may have some shortages and can be partly erroneous. Discussion contains very few, simple conclusions.
Participation to all measurement classes and presentations is compulsory.
Measurements and reports done in a normal way. Results and analyses are correct.
Reports have been done correctly according to the reporting standards of TAMK. Discussion contains some comments relevant comments relating to the results and applications.
Participation to all measurement classes and presentations is compulsory.
Measurements and reports done with comprehensive, active, collaborative working. Results and analyses are correct. Structured, fluent, especially transparent text, vision of limitations and improvements, broad mature discussion and own conclusions related to the topics. Report follows TAMK's written report guidelines perfectly.
Hilda Szabo
Learning at the workplace.
The practical training is accepted and the credits registered after the training is done under the supervison at the training placement. The credits are calculated based on the reported and confirmed working hours. The student has to submit a report/diary on the training and has to do a presentation in a practical training seminar.
Finnish
English
01.08.2021 - 31.12.2021
02.07.2021 - 31.07.2021
10 cr
20IENVE
Mika Nieminen, Johannes Jermakka, Hilda Szabo
Environmental Engineering
Bachelor's Degree Programme in Environmental Engineering
TAMK Main Campus
Pass/Fail
Practical training.
The practical training placement can be outside Finland or at a multinational company.
27 working hours = 1 credit.
In order to get the credits, the student shows in the report and seminar presentation that has achieved practical work life skills and is able to work as a part of a work community in the field. He/she is familiar with common duties, techniques, occupational health and safety issues and different practices of the field.
Hilda Szabo
Learning at the workplace.
The practical training is accepted and the credits registered after the training is done under the supervison at the training placement. The credits are calculated based on the reported and confirmed working hours. The student has to submit a report/diary on the training and has to do a presentation in a practical training seminar.
Finnish
English
01.08.2021 - 31.12.2021
02.07.2021 - 31.07.2021
10 cr
19IENVE
Mika Nieminen, Johannes Jermakka, Hilda Szabo, Noora Markkanen
Environmental Engineering
Bachelor's Degree Programme in Environmental Engineering
TAMK Main Campus
Pass/Fail
Practical training.
The practical training placement can be outside Finland or at a multinational company.
27 working hours = 1 credit.
In order to get the credits, the student shows in the report and seminar presentation that has achieved practical work life skills and is able to work as a part of a work community in the field. He/she is familiar with common duties, techniques, occupational health and safety issues and different practices of the field and learned new things compared to the previous training.
Student can recognize, name and define basic concepts introduced during the course.
Student manages the assigned computer exercises under supervision. Student knows diverse courses of action but cannot justify his/her choices when using a computer programme. Completion of the assigned computer exercises is based on routine and pre-learned performance.
Student can give and receive feedback. He/she considers and assesses things from his/her viewpoint. Student takes responsibility for his/her own work.
Student structures, applies, explains and compares things in relation to one another between field-related phenomena and concepts introduced during the course.
Student is able to select the most appropriate course of action from diverse options and justify his/her choice. Student is able to apply, make plans and solve problems by using the software tools introduced during the course.
Student can give and receive feedback actively and constructively. Student considers and assesses things both from his/her and the close community’s viewpoint. Student can cooperate responsibly and is ready to develop his/her interaction skills. Student also recognizes and follows the important courses of action in the field. Student takes responsibility and commits to the group activities in addition to his/her own work.
Student understands extensive entities and relations between them, and is able to generalize, analyse and relate the introduced concepts to the professional context.
Student can search for diverse courses of action and solution alternatives, justify his/her choices and try new courses of action when using the software tools. Student is able to combine solution alternatives creatively or creates new ones.
Student uses feedback systematically as a professional growth tool in his/her own work and the community. Student considers and assesses himself/herself and his/her professional task. Student can cooperate responsibly, flexibly and constructively. Student works responsibly and in a committed manner considering the community and field requirements and needs.
Hilda Szabo
Course material in moodle
Demonstrations, online videos, assignments, workshops
Moodle Quiz points. Two worst or missing online quiz activities will not count. Large exam in the end of the course may increase your result, if it goes better than quizes. Assignments count too. More detailed criteria for them is written in moodle.
English
16.08.2021 - 31.12.2021
17.07.2021 - 15.08.2021
5 cr
20IENVE
Jaakko Aumala
See moodle
Environmental Engineering
Bachelor's Degree Programme in Environmental Engineering, Open University of Applied Sciences
TAMK Main Campus
0-5
Small quiz-activities in the beginning of each lesson. Larger exam in the end of course. See moodle for more information.
According credit units
See moodle
Student didn't submit assignments or their quality is below minimum level or student do not have acceptable quiz score or exam score (better counts).
Student has accomplished all requirements of the course. Students assignments and exams show that he/she had particular challenges adopting course substance.
Student has been active during the classes and able to do course tasks and exams. Student is able to produce moderate quality CAD-documents. Student has basic knowledge of CAD-software.
Student is able to work with CAD-software almost at professional level and produces high quality CAD-documents.. Student solves many problems independently and is able to help other students with problem solving. Student scores high in quiz-activities or gets exceptional score in the large exam.
The group does not have clear rules, the work proceeds mostly due to the coach's or clients activity. Project leader does not take responsibility on leading. Time and work management, and control is inadequate.
Members of project group focus on their own sub-tasks, co-operation between group members and with the client, and utilization of the group members' special skills is inadequate. Work load is unevenly divided between the group members. Project outcome is incomplete, or group's and client's judgement of the outcome differs significantly.
Group agrees on the rules with the assistance of coach, and mainly follows the agreed rules during the project. Project leader takes responsibility on the progress of the project, and takes care that each member can participate in the project work.
Group members work according to the agreed rules and project leader's guidelines. They listen to each other's opinions and co-operate with the client. Project members' commitment to the project varies in different phases.
Project outcome is in accordance with the task description. Group and client have quite similar opinions on the quality of the project work and its outcomes.
Group self-directively and collectively agrees on the rules and takes care that all group members follow them during the project.
The project leader takes appropriate responsibility, takes the group members' skills into account and leads the project with smoothly. Project leader finds creative solutions to enhanche good working atmosphere. Time and work load allocation is systematical and balanced.
Each group member works for accomplishing the project aims in co-operation with group members. All group members participate actively in all phases of the project. Group members listen to and respect others' opinions and competences. Group members co-operate with the client and adjust plans according to feed-back.
Project proceeds according to the timetable or the timetable (and or the aims) is adjusted in co-operation with the client. The project group is able to evaluate realistically the quality of outcome with regard to the project aims and is able to reflect the project work process.
Project can be evaluated as failed because of following reasons
- the coach has been responsible for all communication with the client
- project group has not had any documented meetings
- project group has not written a project plan and/or project report
- project group has not evaluated the process and outcome of the project
Maarit Korhonen
Materials are published digitally. Suggested reading for project management Horine, G.2005 Absolute Beginner's Guide to Project Management.
Introductory lectures on project work, work in the project group
Evaluation focuses on the actual working in the project, and on its documentation. Evaluation is based on continuous observation during project work, individual and group reflection on the work, evaluation discussion in the end of the project and the client's feedback. Also the project plan and project report are used in evaluation.
Finnish
English
01.08.2021 - 31.12.2021
05.05.2021 - 15.09.2021
5 cr
19IENVE
19I575A
21LATEMM
19IM
19I131
19BIOTB
20BIOTA
21KVIENVE
19LATE
Tuuli Välineva, Anne Ojala, Mari Oja, Noora Markkanen, Atte Rättyä, Reijo Virtanen, Perttu Arminen, Marita Hiipakka, Petri Keto-Tokoi, Johannes Jermakka, Maarit Korhonen, Jarkko Peltonen, Taina Matis, Manne Viljamaa, Piia Kanto, Ari Vanamo, Urpo Rossi
The course is based on realizing multiprofessional projects in working life and coaching project groups.
Laboratory Engineering
Bachelor's Degree Programme in Environmental Engineering
TAMK Main Campus
0-5
The course is implemented through true working life projects.
No exams
Some projects use English as working language or have international dimensions.
5 credits ~135 h
Starting the course 3.9.
Project topics listed in Moodle Fri 3rd Sebtember at 9.00
•Access to Moodle after enrollment
•Find a suitable project and enroll on it in Moodle
•Project enrollment opens on Mo 6th September at 12 am. Closes on We 8th September at 9 am.
•Timetable
10.9. Groups are ready
Latest 15th Sept
–Groups take contact to the client
–Project groups and coaches meet
–Project groups get organised
–Groups start the projects
–Groups agree on documentation and project rules
10.9.-10.12. Working
Week 41: Mid-reporting
10.12. Seminar
Project can be evaluated as failed because of following reasons
- the coach has been responsible for all communication with the client
- project group has not had any documented meetings
- project group has not written a project plan and/or project report
- project group has not evaluated the process and outcome of the project
The group does not have clear rules, the work proceeds mostly due to the coach's or clients activity. Project leader does not take responsibility on leading. Time and work management, and control is inadequate.
Members of project group focus on their own sub-tasks, co-operation between group members and with the client, and utilization of the group members' special skills is inadequate. Work load is unevenly divided between the group members. Project outcome is incomplete, or group's and client's judgement of the outcome differs significantly.
Group agrees on the rules with the assistance of coach, and mainly follows the agreed rules during the project. Project leader takes responsibility on the progress of the project, and takes care that each member can participate in the project work.
Group members work according to the agreed rules and project leader's guidelines. They listen to each other's opinions and co-operate with the client. Project members' commitment to the project varies in different phases.
Project outcome is in accordance with the task description. Group and client have quite similar opinions on the quality of the project work and its outcomes.
Group self-directively and collectively agrees on the rules and takes care that all group members follow them during the project.
The project leader takes appropriate responsibility, takes the group members' skills into account and leads the project with smoothly. Project leader finds creative solutions to enhanche good working atmosphere. Time and work load allocation is systematical and balanced.
Each group member works for accomplishing the project aims in co-operation with group members. All group members participate actively in all phases of the project. Group members listen to and respect others' opinions and competences. Group members co-operate with the client and adjust plans according to feed-back.
Project proceeds according to the timetable or the timetable (and or the aims) is adjusted in co-operation with the client. The project group is able to evaluate realistically the quality of outcome with regard to the project aims and is able to reflect the project work process.
Student can define the core principles of risk and project management. Student knows the project implementation and risk assessment process and principles of project design.
Student knows the basic use of technical tools in risk and project management. Student can succesfully implement a project under supervision as a part of a group. Student can identify and control risks related to different themes.
Student recognizes the role and significance of project work and risk management in the working life. Student takes responsibility of these issues in his/her own work as a part of the group.
Student can explain and apply the core principles of risk and project management in practical assignments. Student can design a project.
Student can select the most appropriate technical tools and apply them in the project and risk management processes. Student can implement and manage a project successfully. Student can identify and manage risks related to different themes and suggest for actions to tackle to risks.
Student can assess the role and significance of project work and risk management in the working life. Student commits to the project work and his/her role in the implementation.
Student understands and analyses the core principles of risk and project management. Student can design a project and analyse risks in a professional manner.
Student can apply and compare technical tools in project and risk management and critically evaluate these applications. Student can design, implement and evaluate a project successfully. Student can tackle issues and problems in project and risk management and suggest for improvements in a constructive manner.
Student understands the role and significance of project work and risk management in the working life. Student commits to the project work and is able to support or lead the group in project activities.
Hilda Szabo
Horine, Gregory: Absolute Beginner's Guide To Project Management. Materials provided by teachers.
Lectures, group work, individual and group assignments.
English
30.08.2021 - 31.12.2021
02.07.2021 - 03.09.2021
5 cr
19IENVE
21KVIENVE
20 - 40
Mika Nieminen, Noora Markkanen
Environmental Engineering
Bachelor's Degree Programme in Environmental Engineering, Open University of Applied Sciences
TAMK Main Campus
0-5
No alternative completion methods.
-
No exam.
International study group
45h contact teaching and 90h of individual work.
Assessment is based on presentation, project and risk management plan, peer review and other smaller assignments (both individual and group).
Student can define the core principles of risk and project management. Student knows the project implementation and risk assessment process and principles of project design.
Student knows the basic use of technical tools in risk and project management. Student can succesfully implement a project under supervision as a part of a group. Student can identify and control risks related to different themes.
Student recognizes the role and significance of project work and risk management in the working life. Student takes responsibility of these issues in his/her own work as a part of the group.
Student can explain and apply the core principles of risk and project management in practical assignments. Student can design a project.
Student can select the most appropriate technical tools and apply them in the project and risk management processes. Student can implement and manage a project successfully. Student can identify and manage risks related to different themes and suggest for actions to tackle to risks.
Student can assess the role and significance of project work and risk management in the working life. Student commits to the project work and his/her role in the implementation.
Student understands and analyses the core principles of risk and project management. Student can design a project and analyse risks in a professional manner.
Student can apply and compare technical tools in project and risk management and critically evaluate these applications. Student can design, implement and evaluate a project successfully. Student can tackle issues and problems in project and risk management and suggest for improvements in a constructive manner.
Student understands the role and significance of project work and risk management in the working life. Student commits to the project work and is able to support or lead the group in project activities.
Student clearly demands help in many phases of the research process. The submissions show narrow or incomplete understanding of the connection between research questions, background literature, choice of methodology, study design, reporting and concluding. Student shows some knowledge of of conceptual and theoretical thinking in doing research.
Student is able to write clear research documents. (S)He can justify the decisions on methods, context or study approach. The student is able to find useful resources and design a study which can be put into practice. The student is able to present results and draw reasonable conclusions based on the results. Student make choices about the research methods, but uses concepts and arguments is lightly. The student shows the ability to choose an appropriate register and is able to activate an audience.
Student is able to write clear research documents. (S)He can justify the decisions on methods, context or study approach. The student is able to find useful resources and design a study which can be put into practice. The student is able to present results and draw reasonable conclusions based on the results. Student make choices about the research methods, but uses concepts and arguments is lightly. The student shows the ability to choose an appropriate register and is able to activate an audience.
Hilda Szabo
Material and recommended reading found in Moodle.
Flipped class room approach is used: the students are expected to come prepared to the contact session by watching a lecture/studying material/completing a task.
The assessment is based on
- completing the tasks throughout the course
- mini thesis
- leading a workshop session.
English
30.08.2021 - 15.12.2021
02.07.2021 - 15.09.2021
5 cr
19IENVE
Taru Owston, Mika Nieminen, Marja-Liisa Timperi, Noora Markkanen
Environmental Engineering
Bachelor's Degree Programme in Environmental Engineering, Open University of Applied Sciences
TAMK Main Campus
0-5
The student does not complete the tasks according the assessment criteria.
The student clearly demands help in many phases of the research process. The submissions show narrow or incomplete understanding of the connection between research questions, background literature, choice of methodology, study design, reporting and concluding. Student shows some knowledge of of conceptual and theoretical thinking in doing research.Difficulty in conveying the goals, methods and results. Difficulty in activating an audience.
The student is able to write clear research documents. (S)He can justify the decisions on methods, context or study approach. The student is able to find useful resources and design a study which can be put into practice. The student is able to present results and draw reasonable conclusions based on the results. Student make choices about the research methods, but the use of concepts and arguments still needs developing. The student shows the ability to choose an appropriate register and is able to activate an audience.
The student is able to write well-argued and easily understandable research documents. (S)he is able to justify the decisions and critically reflect upon choices. The student shows critical thinking and reflection of sources of information and creativity combined with critical self-reflection in the study design, interpretation of results and drawing conclusions. Students understands underlying differences of qualitative and quantitative research and is able to choose a research strategy which suits the research questions. The student shows the ability to choose an appropriate register and is able to activate an audience.
Student can identify and define core concepts and phenomena and different interactions in soils. Student has basic understanding in defined themes of the course.
Student has basic skills in soil sampling and analyses in practice when instructed and supervised.
Student can work in a group of course assignments, recognises the significance of the course theme in the professional field and can assess the significance of the theme from his/her viewpoint.
Student can explain the core concepts and phenomena and different interactions in soils and connect them into practice. Student has understanding in annually defined themes of the course and can apply these into practical applications.
Student can apply the skills in soil sampling and analyses, design tests for these studies and justify his/her choices.
Student can cooperate responsibly in the course theme assignments, commit to the group activities and assess the significance of the theme broadly.
Student can understand extensively the core concepts and phenomena and different interactions in soils and connect them into practice. Student has analytical understanding in annually defined themes of the course and can apply and develop these in practical applications.
Student has skills to compare and apply the most appropriate skills in soil sampling and analyses, design tests for these studies, justify his/her choices and suggest alternative ways of implementation.
Student can cooperate responsibly and constructively in the course theme assignments, commit to the group activities, assess the significance of the theme broadly and understands the effects of the work.
Hilda Szabo
Handouts and other materials distributed during the course.
Coleman D.C., Crossley D. A. & Hendrix Paul F. 2004. Fundamentals of soil ecology Elsevier Academic Press. Can be found from the Ebrary-e-book database.
Murphy B. W. & Hazelton P. A. 2007. Interpreting Soil Test Results: What Do All the Numbers Mean? Collingwood, VIC : CSIRO Publishing. 2007, Can be found from the Ebsco Host -e-book database.
Reddy, R.N. 2010. Soil Engineering. Design, testing and remediation. Global Media.
Can be found from Ebrary -e-book database.
Terzaghi K., Peck, R.B. & Mesri, G. 1996. Soil Mechanics in Engineering Practice (3rd Ed). John Wiley & Sons. Can be from the Knovel E-book database.
Contact teaching, field and laboratory experiments, demonstrations, exercises, calculations.
Grading is based on weighted average from the grades of different assignments. All the assignments need to be passed, as well as 100 % attendance to the lab exercises is required. The weighting of different assignment is as follows: soil organisms 30 %, soil properties 30 %, geotechnology 20 % and exam 20 %.
Geotechnology part includes two short tests in the Moodle (min. 40 % correct answers to pass the test). In order to pass the final exam, minimum of 50 % correct answers is needed.
English
16.08.2021 - 31.12.2021
17.07.2021 - 10.09.2021
4 cr
21IENVE
Mika Nieminen, Johannes Jermakka, Seija Haapamäki, Anne Kasari
Environmental Engineering
Bachelor's Degree Programme in Environmental Engineering, Open University of Applied Sciences
TAMK Main Campus
0-5
Not available.
Final exam in November 2021. Check the Moodle page for the updated course information.
Anne's part of the course is based on two short exams in the Moodle. Check when Anne's exams become available.
The use of time estimates are indicative.
Contact lessons and laboratory exercises 50 h.
Self-study (reports, exercises, exam) 58 h.
Total 108 h.
The course schedule will be available in the Moodle. Changes in the course schedule are possible and all changes will be informed.
Student can identify and define core concepts and phenomena and different interactions in soils. Student hasbasic understandingin defined themes of the course.
Student can explain the core concepts and phenomena and different interactions in soilsand connect them into practice. Student has understanding in themes of the course and can apply these into written report and laboratory exercises.
Student can understand extensively the core concepts and phenomena and different interactions in soils and reflect their applied knowledge on written report. Report shows that student has analytical understanding in themes of the course and can apply and develop these in laboratory experiments as well as in written report.
Student has skills to compare and apply the most appropriate skills in soil sampling and analyses, design tests for these studies, justify his/her choices and suggest alternative ways of implementation.
Student understands and is able to name and define the basic concepts.
Student manages the assigned tasks under supervision and knows different ways to conduct the statistical analyses, but cannot justify his/her choices. Student's way to use the statistical analyses is based on routine and pre-learned performance.
Student can give and receive feedback, and is able to consider and assess things from his/her viewpoint. Student takes responsibility for his/her own work.
Student is able to structure relations between the basic concepts and is able to apply, explain and compare different statistical methods.
Student can select the most appropriate course of action from diverse options and justify his/her choice. Student is able to apply the advanced concepts when solving technical problems.
Student can give and receive feedback actively and contructively, and considers and assesses things both from his/her and the close community's viewpoint. Student can cooperate responsibly and is ready to develop his/her interaction skills.
Student is able to understand extensive entities and relation between them. Student is able to generalise, analyse and related the advanced problems to the professional context.
Student can search for diverse courses of action and solution alternatives, justify his/her choices and try new courses of action. Student assesses diverse solution alternatives creatively. Student has skills to present and justify the chosen methods when solving problems in a logical way.
Student uses feedback systematically as a professional growth tool in his/her own work and the community. Student can cooperate responsibly, flexibly and constructively and works in a committed manner.
Hilda Szabo
All material, theory and exercises, can be found in TuniMoodle. If necessary, a student can use math books he/she has used before and the Internet to search more information about the topics. Some solutions for the exercises will be published in TuniMoodle after every deadline.
Contact / on-line studies in TuniMoodle, individual work, homework, videos.
The final grade is based on the exam and the homework. A homework package is given weekly (appr. 8-9 packages). One point is given for every submitted homework package in Moodle. Homework packages are not accepted by email. The maximum points for the test is 41-42 points. The homework and the test together give the maximum of 50 points. The grade is based on the following table
12,5 points -> grade 1
20 points -> grade 2
27,5 points -> grade 3
35 points -> grade 4
42,5 points -> grade 5
English
01.08.2021 - 17.10.2021
02.07.2021 - 31.08.2021
3 cr
20IENVE
Jukka Suominen
It is recommended that a student has a calculator and a formula book.
Environmental Engineering
Bachelor's Degree Programme in Environmental Engineering, Open University of Applied Sciences
TAMK Main Campus
0-5
The exam will be held on Tuesday, 9th of November at 08.15-11.00.
Two re-sit exams, the first one on Wednesday 8th of December at 17.00-20.0 and the second in January 2022 (more details later).
Topics and dates are shown in TuniMoodle.
Evaluation criteria in Finnish only.
Evaluation criteria in Finnish only.
Evaluation criteria in Finnish only.
Hilda Szabo
5N00EK77-3020 Svenska för teknikbranschen - skriftlig färdighet ja 5N00EK78-3020 ja Svenska för teknikbranschen - muntlig färdighet opetetaan yhtenä toteutuksena.
Svenska för teknikbranschen - muntlig färdighet -opintojakson kuvaus löytyy toteutuksesta 5N00EK77-3020. (not translated)
English
30.08.2021 - 10.12.2021
01.05.2021 - 30.09.2021
2 cr
20IENVE
Joni Sallila
5N00EK77-3020 Svenska för teknikbranschen - skriftlig färdighet ja 5N00EK78-3020 ja Svenska för teknikbranschen - muntlig färdighet opetetaan yhtenä toteutuksena.
Svenska för teknikbranschen - muntlig färdighet -opintojakson kuvaus löytyy toteutuksesta 5N00EK77-3020. (not translated)
Environmental Engineering
Bachelor's Degree Programme in Environmental Engineering
TAMK Main Campus
1 cr
0-5
Evaluation criteria in Finnish only.
Evaluation criteria in Finnish only.
Evaluation criteria in Finnish only.
Hilda Szabo
Joni Sallila: Protocall – Teknikbiten, Tammertekniikka 2016.
Ammattialakohtaiset tekstit ilmoitetaan kurssin aikana.
Moodlesivu. (not translated)
Lähiopetus/Verkko-optus, harjoitukset, tentti, itsenäinen verkko-opiskelu, alkutesti (not translated)
Asteikko 0-5. Kielioppitesti (väh.) 30/50 pistettä. Kirjallinen ja suullinen koe. Opetuksen läsnäolovaatimus: 80 %. (not translated)
English
30.08.2021 - 10.12.2021
01.05.2021 - 30.09.2021
2 cr
20IENVE
Joni Sallila
Esitiedot Lukion ruotsi tai vastaava kielitaito. B1-tason kielitaito.
Oppimistavoitteet: Opiskelijalla on sellainen koulutusohjelman mukainen ruotsin kielen kirjallinen ja suullinen taito, joka ammatin harjoittamisen ja ammatillisen kehityksen kannalta on tarpeellinen.
Opiskelija selviytyy oman ammattialansa kirjallisista ja suullisista tehtävistä pohjoismaissa sekä kaksikielisellä alueella Suomessa.
Opiskelija osaa kertoa työympäristöstään sekä oman alansa toiminnoista.
Tieto virtuaalisuudesta opiskelijalle: Verkkototeutus. (not translated)
Environmental Engineering
Bachelor's Degree Programme in Environmental Engineering
TAMK Main Campus
1 cr
0-5
Kielioppitesti 27.9.2021 - 1.10.2021
Kirjallinen koe 22.11.2021
Suullinen koe 29.11.2021 (not translated)
Kommunikaatiotilanteet: puhelin, s-posti, lentokenttä, tehdasalue, tapaaminen, ihmisten esittely toisilleen, tekniikan alat, tienneuvominen, kysyminen, taulukoista kertominen, asennusmanuaalien terminologiaa, vian etsiminen, hotellissa asuminen, tuotekuvaus, neuvottelu, tehdaskierros, ravintola.
Ammattialakohtaiset lisätekstit. Peruskieliopin kertaus + kielioppitesti. (not translated)
Opiskelija ei osaa kertoa koulutuksestaan, työkokemuksestaan ja -tehtävistään esim. työnhakutilanteessa. Opiskelija ei osaa hankkia eikä ymmärrä oman tekniikan alansa tietoa helppolukuisista lähteistä.
Opiskelija ei osaa esitellä keskeisimpiä asioita yritysten ja organisaatioiden toiminnasta, tuotteista, prosesseista ja palveluista eikä selviydy ymmärrettävästi tavallisimmista keskusteluista.
Opiskelija ei osaa toimia ennakoitavissa toimenkuvansa vaatimissa työelämäkontakteissa. Opiskelija ei osaa laatia esim. sähköpostiviestejä, reklamaatioita tai raportteja.
Opiskelija ei osaa tulkita oman alansa yksinkertaisia teknisiä ohjeistuksia tai laatia niitä. (not translated)
Opiskelija osaa kertoa pääosin ymmärrettävästi mutta lyhyesti ja yksipuolisesti koulutuksestaan, työkokemuksestaan ja -tehtävistään esim. työnhakutilanteessa. Opiskelija osaa hankkia ja ymmärtää oman tekniikan alansa tietoa helppolukuisista lähteistä.
Opiskelija osaa esitellä yksinkertaisesti keskeisimmät asiat yritysten ja organisaatioiden toiminnasta, tuotteista, prosesseista ja palveluista sekä selviytyy pääosin ymmärrettävästi tavallisimmista keskusteluista.
Opiskelija osaa toimia ennakoitavissa toimenkuvansa vaatimissa työelämäkontakteissa, esim. sähköpostiviestit, reklamaatiot, puhelintilanteet ja raportoinnit.
Opiskelija osaa tulkita oman alansa yksinkertaisia teknisiä ohjeistuksia ja laatia niitä pääosin ymmärrettävästi. (not translated)
Opiskelija osaa kertoa keskeiset asiat koulutuksestaan, työkokemuksestaan ja -tehtävistään eheänä kokonaisuutena esim. työnhakutilanteessa.
Opiskelija osaa hankkia, käsitellä ja soveltaa oman tekniikan alansa tietoa keskeisimmistä lähteistä ja seurata oman alansa kehitystä yleisellä tasolla.
Opiskelija osaa esitellä keskeisimmät asiat yritysten ja organisaatioiden toiminnasta, tuotteista, prosesseista ja palveluista sekä keskustella näistäaiheista.
Opiskelija osaa hoitaa keskeisimpiä toimenkuvansa vaatimia työelämäkontakteja, esim. sähköpostiviestejä, reklamaatioita, puhelintilanteita ja raportointia.
Opiskelija osaa laatia ja ymmärtää oman alansa teknisiä ohjeistuksia melko hyvin.
Englanniksi (not translated)
Opiskelija osaa kertoa monipuolisesti ja tarkoituksenmukaisesti koulutuksestaan, työkokemuksestaan ja -tehtävistään esim. työnhakutilanteessa.
Opiskelija osaa itsenäisesti ja monipuolisesti hankkia, käsitellä ja soveltaa oman tekniikan alansa tietoa ja seurata alansa ammatillista kehitystä laaja-alaisesti.
Opiskelija osaa esitellä sujuvasti yritysten ja organisaatioiden toimintaa, tuotteita, prosesseja ja palveluita sekä keskustella aloitteellisesti näistä aiheista. Opiskelija osaa hoitaa vaivattomasti ja asianmukaisesti toimenkuvansa vaatimia työelämäkontakteja,
esim. sähköpostiviestejä, reklamaatioita, puhelintilanteita ja raportointia.
Opiskelija osaa ymmärtää vaikeuksitta ja laatia selkeitä oman alansa teknisiä ohjeistuksia. (not translated)
The student writes in comprehensible English on the whole and shows some awareness of the norms for scientific writing; references to source materials are included.
Student's English is mainly formal and clear; reports meet norms for scientific writing, references to source materials are incorporated consistently, source materials are adequately paraphrased.
Student's English is mainly formal and accurate; reports meet norms for scientific writing, references to source materials are incorporated consistently and in a variety of ways, source materials are adequately paraphrased.
Hilda Szabo
TAMK reporting guide.
The students start writing reports immediately and are guided in how to write reports in accordane with TAMK reporting guide.
The assessement is based on
active participation (monitored by Emmanuel Abruquah) 20 points
report on circular economy (asssessed by Emmanuel Abruquh) 30 points
soil science report (assessed by Taru Owston) 50 points. Final decision made in the first class.
English
24.08.2021 - 30.11.2021
09.08.2021 - 31.08.2021
3 cr
21IENVE
Taru Owston, Emmanuel Abruquah
Environmental Engineering
Bachelor's Degree Programme in Environmental Engineering, Open University of Applied Sciences
TAMK Main Campus
0-5
If a student has been writing scientific reports before they can show samples of their work and answer questions to demonstrate their understanding of referencing, chapters, the use of tables and figures, introductions and conclusions.
The students can use the reports to demonstrate the skill in report writing when they apply for internships.
No exams. The assessment based on the work done in Moodle and reports produced. Students receive their grade at the end of the semester. They can upgrade this grade by showing the teachers a better report they have written during the following semester (specific deadline will be given).
International class. The principles of scientific reporting apply everywhere in the scientifc world.
Two hours of contact teaching each week and roughly three hours of individual work (information search, writing, watching videos). Note that the Soil Science report takes more time, it is part of the Soil Science course, too.
1) Period 1 Circular economy report completed. Layout of a report, in-text references, list of references, tables and graphs
2) Period 2 Soil Science report completed: Structure of a lab report, describing methods, research questions (integrated with the Soil Science course)
Work not completed according to the assessment criteria
The student writes in comprehensible English on the whole and shows some awareness of the norms for scientific writing; references to source materials are included.
Tasks are completed in time and participation is active. Student's English is mainly formal and clear; reports meet norms for scientific writing, references to source materials are incorporated consistently, source materials are adequately paraphrased.
Tasks are completed in time and participation is active. Student's English is mainly formal and clear; reports meet norms for scientific writing, references to source materials are incorporated consistently, source materials are adequately paraphrased.
A student can write comprehensible and formal documents and reports having a rough idea of standards. Structures of the texts are unclear and forms, styles and correctness of the language earn much comments. A level of argumentation is low. She/he has been able to complete all course assignments.
Student’s written communication is structural and demonstrational. It is easy to catch the essential information of texts, which language is quite correct and faithful to the report standard. Student is able to present gained information from sources so that the summarizing separates clearly from her/his own ideas but combining these two parts natural way. Student completes all tasks in timetable, is active and gives strong arguments for her/his opinions. Her/his assignments have functional structures and fit a situation and a receiver.
Student’s written communication is convincing, and she/he is able to present versatile arguments to her/his opinions. The essential information of her/his text has been structured and summarized properly. She/he uses correct language and controlled style obeying the guidelines of reporting perfectly. She/he attends contact lessons active and constructive way.
Markus Aho
Finnish
01.08.2022 - 31.12.2022
02.07.2022 - 11.08.2022
3 cr
21AI112
KIELET suomi ja viestintä Virtuaalihenkilö
Mechanical Engineering
Degree Programme in Vehicle Engineering, students who began in 2014-2018, Bachelor's Degree Programme in Environmental Engineering, Open University of Applied Sciences
TAMK Main Campus
0-5
Bachelor of Engineering, EQF 6
General admission criteria, please see for more information in TAMK’s website.
It is possible for students to have their prior competence recognised.
See TAMK’s credit transfer guidelines
Completion of Degree Programme in Environmental Engineering curriculum studies and achievement of related competence objectives. The amount and quality of the natural sciences studies fulfill the requirements of the FEANI (European Federation of National Engineering Associations).
Further information:
TAMK Degree Regulations
Ministry of Education and Culture (in Finnish)
The degree is a Bachelor's Degree -level professional higher education degree.
The degree complies with the criteria set by the Finnish national degree system as well as with the European framework for degrees and other competences.
Ministry of Education and Culture
This degree programme is designed to educate internationally oriented environmental engineering professionals who are needed in private sector, public administration and NGOs.
After graduating as Bachelor of Engineering you will:
• Be able to plan and implement surveys and field studies involving environmental monitoring and remediation, form conclusions and make suggestions for further actions.
• Be able to steer the processes of industrial and public production and services in a sustainable manner.
• Have skills and competence to construct and develop quality, environmental and sustainability management systems for organisations.
• Know how to monitor emissions into air, water and soil, treat and monitor contaminated soils, wastewater or water, and carry out environmental sampling and analyses in field and laboratory.
Studying in a truly international atmosphere gives you unique possibilities to gain the confidence to work in different working environments, both as a team member and independently, all around the world.
In the optional professional studies, you can achieve advanced knowledge and skills for working towards your personal career goals in any of the following sectors: environmental forensics and consulting, energy technology and management, logistics and environment, and business management and entrepreneurship.
STRUCTURE OF STUDIES
The Energy and Environmental Engineering Degree Programme consists of the following parts:
Our graduates typically work in consulting companies engaged in projects requiring skills in environmental monitoring and soil remediation. Other examples include titles like environmental coordinator and environmental manager. Field of employers interested in our graduates is diverse, ranging from everywhere between regional and state environmental administrations, private companies and NGOs.
After the graduation, you will be eligible to apply for Master’s Degree programmes in Finland or abroad.
Assessment of study performances is based on TAMK’s assessment criteria
The detailed assessment criteria can be found in course implementation plans. The teaching and assessment methods are agreed on with students at the beginning of each course.
TAMK Degree Regulations
Completion of studies and achievement of competence objectives in the extent set by the curriculum.
Day-time teaching
The Ministry of Education and Culture’ definitions of policy and TAMK’s strategy have been considered in the curriculum.
The Finnish Education Evaluation Centre (FINEEC), has granted the EUR-ACE quality label for our degree programme. EUR-ACE is the European quality label for engineering degree programmes.
The Degree Programme in Environmental Engineering is continuously developed based on the feedback from the students, alumni and other stakeholders.
