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 - 17.12.2021
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 - 23.12.2021
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 - 17.12.2021
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.
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
07.02.2022 - 31.05.2022
01.12.2021 - 31.01.2022
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.
No final exam. Assessment is based on assignments, essay and peer-review of an essay.
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 shows throughout the course and at the exam that is familiar with the basic concepts and phenomena related to the pollution, sustainability and environmental management systems; has basic theoretical knowledge in treatment and prevention methods. The group work is done, reported and presented within the deadline but background information minimal, reporting structured according to the instructions but literature references are missing, presentation incomplete, discussion and conclusions are inadequate showing only narrow competence achieved. 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.
Student participated actively in the group assignments and showed her/his competence in the subject in the exam. The achieved competence is good and student can understand how to apply theory in different situations. Student has good knowledge and understanding the basic concepts and phenomena related to the pollution, sustainability and environmental management systems introduced during the course. Student has good knowledge in treatment and prevention methods.
Student is motivated towards the subjects discussed, shows creativity and has a positive attitude towards developing herself/himself. The group work was completed successfully and the instructions were followed. All assignments were submitted within the deadlines. The assignments show that student is able to process information and collects it from different reliable sources.
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.
Student participated actively in the group assignments and showed her/his competence in the subject in the exam. The achieved competence is wide and student can apply theory in different situations. Student has fluent knowledge and understanding the basic concepts and phenomena related to the pollution, sustainability and environmental management systems introduced during the course.
Student has fluent knowledge in treatment and prevention methods. Student is motivated towards the subjects discussed, shows creativity and has a positive attitude towards developing herself/himself.
The group work was completed successfully and the instructions were followed. All assignments were submitted within the deadlines. The assignments show that student is able to process information and collects it from different reliable sources. Discussion and conclusions in the reports 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.
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, exercises and other study materials available in Moodle or Teams
Contact teaching, exercises, self study, assignments, group works, discussions, field visits, exam.
The course consists of contact lectures and exercises, short weekly assignments, one compulsory life cycle assessment group work (LCA) and the exam. The final grade will be calculated according to the achieved results on assignment, LCA work, exam and activity and interest shown throughout the course.
English
10.01.2022 - 01.05.2022
02.12.2021 - 15.01.2022
6 cr
21IENVE
Johannes Jermakka
Environmental Engineering
Bachelor's Degree Programme in Environmental Engineering, Open University of Applied Sciences
TAMK Main Campus
0-5
Weekly assignments, a project work and examination(s)
6 credits = 162 h of work.
Sustainability (SDGs), green science and technology, the five environmental compartments (hydrosphere, atmosphere, geosphere, biosphere, anthrosphere) – properties, pollution, treatment, remediation and prevention methods, sustainable use of resources, environmental impact assessment, environmental management systems in the industry, life cycle assessment (LCA).
Student did not participate in the group work and/or exam or the student participated in the group work and exam, but the achieved competence is insufficient. This means that the student is not familiar with the basic concepts related to pollution, sustainability and environmental management systems.
-Student participated in the group work and in the exam. The achieved competence is sufficient but narrow.
Student shows throughout the course (assignments, classroom discussions) and at the exam that is familiar with the basic concepts and phenomena related to the pollution, sustainability and environmental management systems; has basic theoretical knowledge in treatment and prevention methods.
The group work was done, reported and presented within the deadline but background information minimal, reporting structured according to the instructions but literature references are missing, presentation incomplete, discussion and conclusions are inadequate showing only narrow competence achieved.
Student participated actively in the group assignments and showed her/his competence in the subject in the exam. The achieved competence is good and student can understand how to apply theory in different situations.
Student has good knowledge and understanding the basic concepts and phenomena related to the
pollution, sustainability and environmental management systems introduced during the course. Student has good knowledge in treatment and prevention methods. Student is motivated towards the subjects discussed.
The group work was completed successfully and the instructions were followed. All assignments were submitted within the deadlines. The assignments show that student is able to process information and collects it from different reliable sources. Discussions in the reports are adequate, conclusions are expressed. The work shows understanding of the concepts and that the sudent attempts to apply the theoretical knowledge and in most of the cases applies it correctly.
Student participated actively in the group assignments and showed her/his competence in the subject in the exam. The achieved competence is wide and student can apply theory in different situations.
Student has fluent knowledge and understanding the basic concepts and phenomena related to the
pollution, sustainability and environmental management systems introduced during the course. Student has fluent knowledge in treatment and prevention methods. Student is motivated towards the subjects discussed, shows creativity and has a positive attitude towards developing herself/himself and comes up with new ideas.
The group work was completed successfully and the instructions were followed. All assignments were submitted within the deadlines. The assignments show that student is able to process information and collects it from different reliable sources. Discussion and conclusions in the reports 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 sudent has skills to apply correctly the theoretical knowledge.
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. Student has basic skills in reporting the results of the analysis.
Student can solve model exercise correctly, has the basic skills in water sampling and is able to perform the analysis of water samples under supervision. 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, can solve model exercise and new exercises correctly.
Student has sufficient skills to be able to perform water sampling and analysis independently, the reporting of the results of the analysis shows that the student can apply the theoretical knowledge in explaining the results, understands the background of analytical method. 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 (assignments, classroom discussions, laboratory exercises and exam) that is fluent in the basic concepts and phenomena related to the subjects discussed during the course.
Can solve model exercises and new exercises correctly, shows creativity in solving tasks, has sufficient skills to be able to perform water sampling and analysis independently, understands the background of the analytical method. 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
Grading scale is 0-5. Laboratory exercises and exam(s) are compulsory part of the course.The course grade will form according to achievments gained from the assignments and exam(s), quality of laboratory report and activity and interest shown throughout the course.
English
01.01.2022 - 31.07.2022
02.12.2021 - 31.12.2021
5 cr
21IENVE
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
Two partial exams: one in the middle and the second at the end of the course. Retakes will be agreed later.
5 credits = 135 h of work
Structure of liquids and solids, gases, chemical equilibrium, acids and bases, buffers, oxidation and reduction, energy in redox reactions, radioactivity, titration, water quality indicators, spectrophotometry
Student did not participated the exam and/or the laboratory exercises, or student participateed the exam and laboratoey exercises but the achieved competence is insufficient. This means that the student is not familiar with the basic concepts related to the subjects dicussed during the course.
Student participated in the exam and laboratory exercises.
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:structure of matter, gases, equilibrium, acids , bases and buffers, redox processes, radioactivity.
-can solve model exercise correcctly
-has the basic skills in water sampling and is able to perform the analysis of water samples under supervision
-has basic skills in reporting the results of the analysis
Student participated in the exam and laboratory exercises.
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:structure of matter, gases, equilibrium, acids , bases and buffers, redox processes, radioactivity.
-can solve model exercise and new exercises correctly
-has sufficient skills to be able to perform water sampling and analysis independently
-the reporting of the the results of the analysis shows that the student can apply the theoretical knowledge in explaining the results
-understands the background of analytical method
-student is clearly motivated and interested in the subjects discussed
Student participated in the exam and laboratory exercises.
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:structure of matter, gases, equilibrium, acids , bases and buffers, redox processes, radioactivity.
-can solve model exercise and new exercises correctly, shows creativity in solving tasks
-has sufficient skills to be able to perform water sampling and analysis independently
-understands the background of the analyrtical method
-the reporting of the the results of the analysis shows that the student can apply the theoretical knowledge in explaining the results and can think about alternative solutions
-student is clearly motivated and interested in the subjects discussed
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.
Student understands the basic concepts of differential calculus and is able to solve simple applications that are similar to the model problems solved during the course.
In addition, student is able to apply the methods of differential calculus in various problems and is able to explain the methods of her/his solutions.
In addition, student has an overall understanding of using differential calculus to solve applications and the ability to present and justify the chosen methods of solution.
Jukka Suominen
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.
Distance lessons, exercises, self-study, videos, homework, exam.
A student solves exercises and saves them in TuniMoodle by given dead-lines.
The final grade is based on the exam and the homework. A homework package is given weekly (approximately 8 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 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
10.01.2022 - 27.02.2022
02.12.2021 - 09.01.2022
3 cr
21IENVE
Jukka Suominen
TAMK Mathematics and Physics
Bachelor's Degree Programme in Environmental Engineering, Open University of Applied Sciences
TAMK Main Campus
0-5
The exam will be held on Monday, 7th of March at 14.15-17.00 at TAMK.
Two re-sit exams, the first one on Monday, 28th of March 2022 and the second one on Thursday, 14th of April 2022.
A student is expected to student 27 hours / credit unit (81 hours / 3 credit units).
Topics are shown in TuniMoodle.
Knowledge of the most essential phenomena and related quantities and units in electricity. 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.
Tuomo Nieminen
The detailed schedule available in Moodle
1. Physics for Scientists and Engineers: A Strategic Approach with Modern Physics and MasteringPhysics™: International Edition, 2/E
Randall D. Knight, California Polytechnic State University-San Luis Obispo
2.Harris Benson, University Physics
or Young&Freedman, University Physics
3. Technical Formulas, Tammertekniikka, 2002
4. Teaching material in Moodle
This plan, the detailed schedule and other material is available in Moodle
lectures
exercises
exams
The grade is given through the exam results and homework exercises
Exact grading conditions are found in Moodle
English
01.01.2022 - 06.03.2022
02.12.2021 - 18.01.2022
3 cr
21IENVE
Tuomo Nieminen
TAMK Mathematics and Physics
Bachelor's Degree Programme in Environmental Engineering, Open University of Applied Sciences
TAMK Main Campus
0-5
No
No
Two intermediate exams
The course can also be completed through one large exam on final exam date
Retake exam dates are published towards the end of the course
No
Lectures, exercises and feedback about 40h
Independent study about 40h
Together appr. 80 h
The schedule will be published in Moodle
Knowledge of the most essential phenomena and related quantities and units in electricity. Capability to analyse qualitatively and quantitatively simple cases related phenomena similar to discussed examples.
Knowledge of the most essential phenomena and related quantities and units in electricity. Capability to analyse qualitatively and quantitatively simple cases related phenomena similar to discussed examples.
In addition versatile ability to analyse phenomena qualitatively and quantitaively realizing the limitations related to theories in use.
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.
Hilda Szabo
Opettajan Moodleen liittämä ja linkittämä materiaali sekä vapaavalintainen oman alan aineisto. (not translated)
Erilaiset kirjoitus- sekä tekstinhuoltoharjoitukset, prosessikirjoittaminen, opetuskeskustelu, pari- ja ryhmätyö sekä lyhyt puhe-esitys ajankohtaisen, oman alan materiaalin pohjalta. (not translated)
Läsnäolovelvollisuus 80 %. Kaikki tehtävät hyväksytysti tehtyinä. Structure and Function of Ecosystems -kurssiin kuuluva essee suomeksi 1/2 arvosanasta, kulttuurienvälisen viestinnän raportti 1/2 arvosanasta. (not translated)
Finnish
10.01.2022 - 22.04.2022
02.12.2021 - 10.01.2022
3 cr
21IENVE
Marja Oksanen
Ensimmäiset tunnit keskiviikkona 12.1. (not translated)
TAMK Languages and Communication
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
1 cr
0-5
Vastaava korkeakoulutasoinen kurssi. (not translated)
Ei ole. (not translated)
Kurssiin ei kuulu tenttiä: arvosana perustuu kahteen kirjalliseen raporttiin. (not translated)
Oman ryhmän monikulttuurisuuden hyödyntäminen toisessa raportissa. (not translated)
Koska tunneilla on 80 %:n läsnäolovelvollisuus, opiskelijan on kannettava vastuu säännöllisestä osallistumisestaan, jottei kurssi keskeydy. Arvioitavat kirjalliset raportit ovat suurimmat oppituntien ulkopuolella tehtävät työt. Koska toinen raporteista tehdään Structure and Function of Ecosystems -kurssityönä, integraatio vähentää kevään raporttien kokonaismäärää. Kuitenkin oppituntien ulkopuolinen kirjoitustyö vaatii huomattavasti keskittymistä ja aikaa. (not translated)
Ensimmäinen raportti saatetaan alkuun heti kurssin alussa, jälkimmäinen raportti (Structure and Function of Ecosystems -kurssiin kuuluva essee suomeksi) palautetaan siinä vaiheessa, kun se on määrätty palautettavaksi SFE-kurssille. Kurssin sisältörunko hahmottuu Moodleen. (not translated)
Opiskelija ei ole palauttanut/suorittanut kaikkia annettuja tehtäviä. 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 kirjoittaa ymmärrettävästi raportointimallia jäljitellen. Tekstin rakentaminen ja sisällön argumentointi on hapuilevaa, ja kielen muoto- ja tyyli- ja oikeakielisyysseikoissa on runsaasti huomautettavaa. Hän on kyennyt tekemään kaikki kurssitehtävänsä. (not translated)
Opiskelija viestii kirjoittaen jäsentyneesti ja havainnollisesti. Olennainen tieto välittyy selkeästi, ja teksti on melko virheetöntä ja noudattelee asettelultaan täysin raportointimallia. Opiskelija osaa esittää asiat erotellen omat näkemyksensä lähteistä hankkimistaan tiedoista niin, että referointi niveltyy luontevasti muuhun tekstiin. Opiskelija suorittaa kaikki tehtävät aikataulun mukaisesti. Hän osoittaa aktiivisuutta ja perustelee näkemyksensä. Hänen tekstinsä ovat annettujen ohjeiden mukaan tilanteen ja vastaanottajan huomioivia ja rakenteeltaan toimivia. (not translated)
Opiskelija viestii vakuuttavasti, perustellen näkemyksensä monipuolisesti. Hänen tekstinsä olennainen tieto on erinomaisesti jäsennelty sekä tiivistetty. Teksti on virheetöntä sekä täysin raportointiohjeiden mukaista ja tyyli hallittua. Hän osallistuu lähiopetukseen aktiivisesti ja rakentavasti. (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.
Eija Lähteenmäki
Oppimateriaali jaetaan Moodlen kautta. (not translated)
Luennot ja harjoitukset (not translated)
Kielenhuollon verkkotesti (1/4 lopullisesta arvosanasta), referointiharjoitus (1/4), raportti koulutuksessa aiemmin tehdystä opinnäytetyöstä (2/4) (not translated)
Finnish
01.01.2022 - 29.03.2022
02.12.2021 - 11.01.2022
3 cr
19I111
19I180
Eija Lähteenmäki
TAMK Languages and Communication
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
Ei vaihtoehtoisia suoritustapoja. (not translated)
Kielenhuollon testin ajakohta sovitaan opintojakson alussa. (not translated)
Opiskelijan työmäärä on 3 x 27 tuntia, joista opetusta 6 x 2 tuntia + kaksi 2 tunnin työpajaa. (not translated)
Kielenhuollon kertaus
Lähteiden referointi, tekstiviitteet, lähdeluettelo
Kuvat, kuviot ja taulukot osana opinnäytetyöraporttia
Koulutuksessa tehtyyn opinnäytetyöhön tutustuminen ja siitä raportointi
Tiivistelmän kirjoittaminen
Tiedotemuotoinen kypsyysnäyte (not translated)
Opiskelija ei ole läpäissyt kielenhuollon testiä ja/tai palauttanut opintojakson tehtäviä. (not translated)
Opiskelija viestii ymmärrettävästi ja asiatyylisesti jäljitellen malleja ja ohjeita. Väitteiden perusteleminen on vaatimatonta. Viestien rakentaminen on hapuilevaa, ja kielen muoto- ja tyyliseikoissa on huomautettavaa. (not translated)
Opiskelija viestii jäsentyneesti ja havainnollisesti. Opiskelija perustelee näkemyksensä. Referointi niveltyy luontevasti muuhun tekstiin, ja olennainen tieto välittyy selkeästi. Viestit ovat helposti vastaanotettavia ja tekstit melko virheettömiä. (not translated)
Opiskelija viestii vakuuttavati, innostavasti ja vuorovaikutteisesti. Opiskelija perustelee näkemyksensä monipuolisesti. Olennainen tieto on erinomaisesti jäsennelty ja tiivistetty, ja kieli ja tyyli on hallittua. (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.
Eija Lähteenmäki
Oppimateriaali jaetaan Moodlen kautta. (not translated)
Luennot ja harjoitukset (not translated)
Kielenhuollon verkkotesti (1/4 lopullisesta arvosanasta), referointiharjoitus (1/4), raportti koulutuksessa aiemmin tehdystä opinnäytetyöstä (2/4) (not translated)
Finnish
01.01.2022 - 23.03.2022
02.12.2021 - 11.01.2022
3 cr
19I160
Eija Lähteenmäki
TAMK Languages and Communication
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
Ei vaihtoehtoisia suoritustapoja. (not translated)
Kielenhuollon testin ajakohta sovitaan opintojakson alussa. (not translated)
Opiskelijan työmäärä on 3 x 27 tuntia, joista opetusta 6 x 2 tuntia + kaksi 2 tunnin työpajaa. (not translated)
Kielenhuollon kertaus
Lähteiden referointi, tekstiviitteet, lähdeluettelo
Kuvat, kuviot ja taulukot osana opinnäytetyöraporttia
Koulutuksessa tehtyyn opinnäytetyöhön tutustuminen ja siitä raportointi
Tiivistelmän kirjoittaminen
Tiedotemuotoinen kypsyysnäyte (not translated)
Opiskelija ei ole läpäissyt kielenhuollon testiä ja/tai palauttanut opintojakson tehtäviä. (not translated)
Opiskelija viestii ymmärrettävästi ja asiatyylisesti jäljitellen malleja ja ohjeita. Väitteiden perusteleminen on vaatimatonta. Viestien rakentaminen on hapuilevaa, ja kielen muoto- ja tyyliseikoissa on huomautettavaa. (not translated)
Opiskelija viestii jäsentyneesti ja havainnollisesti. Opiskelija perustelee näkemyksensä. Referointi niveltyy luontevasti muuhun tekstiin, ja olennainen tieto välittyy selkeästi. Viestit ovat helposti vastaanotettavia ja tekstit melko virheettömiä. (not translated)
Opiskelija viestii vakuuttavati, innostavasti ja vuorovaikutteisesti. Opiskelija perustelee näkemyksensä monipuolisesti. Olennainen tieto on erinomaisesti jäsennelty ja tiivistetty, ja kieli ja tyyli on hallittua. (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.
Eija Lähteenmäki
Oppimateriaali jaetaan Moodlen kautta. (not translated)
Luennot ja harjoitukset (not translated)
Kielenhuollon verkkotesti (1/4 lopullisesta arvosanasta), referointiharjoitus (1/4), raportti koulutuksessa aiemmin tehdystä opinnäytetyöstä (2/4) (not translated)
Finnish
01.01.2022 - 01.04.2022
02.12.2021 - 11.01.2022
3 cr
19I228K
19I190
Eija Lähteenmäki
TAMK Languages and Communication
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
Ei vaihtoehtoisia suoritustapoja. (not translated)
Kielenhuollon testin ajakohta sovitaan opintojakson alussa. (not translated)
Opiskelijan työmäärä on 3 x 27 tuntia, joista opetusta 6 x 2 tuntia + kaksi 2 tunnin työpajaa. (not translated)
Kielenhuollon kertaus
Lähteiden referointi, tekstiviitteet, lähdeluettelo
Kuvat, kuviot ja taulukot osana opinnäytetyöraporttia
Koulutuksessa tehtyyn opinnäytetyöhön tutustuminen ja siitä raportointi
Tiivistelmän kirjoittaminen
Tiedotemuotoinen kypsyysnäyte (not translated)
Opiskelija ei ole läpäissyt kielenhuollon testiä ja/tai palauttanut opintojakson tehtäviä. (not translated)
Opiskelija viestii ymmärrettävästi ja asiatyylisesti jäljitellen malleja ja ohjeita. Väitteiden perusteleminen on vaatimatonta. Viestien rakentaminen on hapuilevaa, ja kielen muoto- ja tyyliseikoissa on huomautettavaa. (not translated)
Opiskelija viestii jäsentyneesti ja havainnollisesti. Opiskelija perustelee näkemyksensä. Referointi niveltyy luontevasti muuhun tekstiin, ja olennainen tieto välittyy selkeästi. Viestit ovat helposti vastaanotettavia ja tekstit melko virheettömiä. (not translated)
Opiskelija viestii vakuuttavati, innostavasti ja vuorovaikutteisesti. Opiskelija perustelee näkemyksensä monipuolisesti. Olennainen tieto on erinomaisesti jäsennelty ja tiivistetty, ja kieli ja tyyli on hallittua. (not translated)
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 Suomen mestari 1 - Suomen kielen oppikirja aikuisille (by Sonja Gehring & Sanni Heinzmann). You may 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.
Marja Oksanen
Study book Suomen mestari 1 + Moodle material created and linked by the teacher
study conversation, collaborative learning, discussion exercises, activating written tasks, learning simulation and games, process writing, short videos made by students
To pass the course a minimum attendance 80 % is required as well as completed assignments.
Course grade consists of two parts:
A The written test (listening comprehension + reading comprehension + writing + structure tasks) =
50 % of the course grade
B Oral tests = 50 % of the course grade
Very good class activity may improve the course grade.
Finnish
English
10.01.2022 - 11.02.2022
02.12.2021 - 09.01.2022
3 cr
21IENVE
Marja Oksanen
The first lesson on Monday the 10 th of January at 12.15 on line, using Zoom connection because of corona restrictions. Also other lessons in the firs week on line.
Bachelor's Degree Programme in Environmental Engineering, Open University of Applied Sciences
TAMK Main Campus
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.
The simulations and in discussions aim to take into account the field of study, students' previous experience of working life and internships, and to provide practical benefits for future internships.
A written test on Friday 11.2., a retake - if needed - 18.2.
Oral tests in the week 5 and 6.
The whole group is international! :o)
Three double lessons per week plus quite much independent work at home during one month. 3 ects = work of 81 hours
-
Students have attended contact lessons less than 80 % . They have not completed course assignments because of lack of activity or gained skills. Their ability to communicate in Finnish at the level A1 is insignificant and limited to make understanding possible.
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.
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
20.08.2021 - 16.12.2021
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 - 29.11.2021
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.
Students have been able to complete all the assignments acceptably and attended contact lessons at least 80 %. 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 been able to complete all the assignments acceptably and attended contact lessons at least 80 %. 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 everyday conversations related to topics studied in the course. Students can write short texts about their home, travelling or work. They can pronounce Finnish clearly enough. Students are able to use typical grammatic structures e.g. local cases and past tenses in simple sentences.
Students have been able to complete all the assignments acceptably and attended contact lessons at least 80 %. Students have a positive and active attitude towards learning language. They can pronounce Finnish distinctively. They manage quite well in everyday conversations related to topics studied in the course. They can write simple texts quite correctly and recombine words and phrases into new sentences so that used typical grammatic structures are almost correct. They understand the importance of good Finnish language skills to get a job in Finland.
.
Marja Oksanen
Study book Suomen mestari 1 uudistettu + Moodle material created and linked by the teacher
study conversation, collaborative learning, discussion exercises, activating written tasks, learning simulation and games, process writing, short videos made by students
To pass the course a minimum attendance 80 % is required as well as completed assignments.
Course grade consists of two parts:
A The written test (listening comprehension + reading comprehension + writing + structure tasks) =
50 % of the course grade
B Class activity = 50 % of the course grade
Finnish
English
17.02.2022 - 29.04.2022
01.12.2021 - 13.02.2022
4 cr
21IENVE
0 - 30
Marja Oksanen
-
TAMK Languages and Communication
Bachelor's Degree Programme in Environmental Engineering
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.
Written test in the week 16.
(A2.1 tests will take place in the week 17 for them who need them to show skills for relief from an annual tuition fee.)
The whole group is international! :o)
Two double lessons per week plus quite much independent work at home in 9 weeks: 4 ects = work of 108 hours.
-
Students have attended contact lessons less than 80 % . They have not completed course assignments because of lack of activity or gained skills. Their ability to communicate in Finnish at the level A2.1 is insignificant and limited to make understanding possible.
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 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 travelling, city life, working and health 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. Students can participate in a conversation asking and responding to questions about topics studied in the course. They 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.
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.
A student solves exercises and saves them in TuniMoodle by given dead-lines. Before each dead-line a student has a chance to ask help in "helpdesk"-meetings.
The final grade is based on the exam and the homework. A homework package is given weekly (approximately 8 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 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
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 Thursday, 16th of December at 08.00-11.00 in the classroom B2-35.
Two re-sit exams, the first one on Wednesday, 19th of January 2022 at 08.15-11.00 in the classroom B4-27 and the second one on Monday, 7th of February at 14.15-17.00 in the classroom B4-27.
-
A student is expected to student 27 hours / credit unit (81 hours / 3 credit units).
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 Thursday, 19th of April at 14.15-17.00.
Two resit exams, the first one on Thursday 2nd of December, the second one on Monday 31st of January 2022 at 14.15-17.00 in the classroom B4-27.
A student is expected to work 27 hours / credit unit.
Topics will be shown in TuniMoodle.
Student is able to analyse simple noise and particle modelling cases both qualitatively and quantitatively. Student needs extra support to be able to complete given tasks. Exercises have been done, but results might be slightly erroneous.
Student is able to use correct terminology and presents justified qualitative and quantitative analysis. Exercises are done completely, and results and analysis are correct. Results are at least briefly commented.
Student shows the ability to do versatile qualitative and quantitative analysis. Student has a realistic knowledge of the limitations of the theoretical framework. Reports are comprehensive and well-structured. Student is able to show his or her own conclusions clearly.
Hilda Szabo
Lecture material in moodle.tuni.fi
Online resources
Contact teaching OR online teaching
Measurement work
Co-operative and independent studying
Computer simulation modelling work
Guidance with video material
Written reports
Assessment is based on measurement and modelling exercises and final exam.
Grade of the course is based on the aerosol measurements and modelling report (40%), aerosol final exam (40%).
Water analysis (20%) is evaluated pass/failed.
English
01.01.2022 - 29.04.2022
02.12.2021 - 09.01.2022
5 cr
19IENVE
21KVIENVE
Sampo Saari, Johannes Jermakka
Environmental Engineering
Bachelor's Degree Programme in Environmental Engineering, Open University of Applied Sciences
TAMK Main Campus
0-5
Classes: 45h
Independent modelling work 30 h
Independent self study, measurements and reporting 65h
Total 140 h
Missing reports.
Student is able to analyse simple aerosol measurement and modelling cases both qualitatively and quantitatively. Student needs extra support to be able to complete given tasks. Exercises have been done, but results might be slightly erroneous or conclusions are incomplete. Student might have trouble following given deadlines.
Student is able to use correct terminology and presents justified qualitative and quantitative analysis. Exercises are done completely, and results and analysis are correct. Results are at least briefly commented. Student doesn't fully understand the meaning or limitations of modelling and measurements.
Student shows the ability to do versatile qualitative and quantitative analysis. Student has a realistic knowledge of the limitations of the theoretical framework. Reports are comprehensive and well-structured. Student is able to clearly show his or her own conclusions related to the results, applications and legislation.
Student participated in the group work and in lectures. The achieved competence is sufficient but narrow.
Student shows throughout the course (assignments, classroom discussions) that is familiar with the basic concepts and phenomena related to the zoning of participation process.
The group work was done, reported and presented within the deadline but background information minimal, reporting structured according to the instructions but literature references are missing, presentation incomplete, discussion and conclusions are inadequate showing only narrow competence achieved.
Student participated in the group work and in lectures. 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 zoning and participation process. 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 lectures. The achieved competence is wide and student can apply the theoretical knowledge in know and new situation.
Student has fluent knowledge and understanding the basic concepts and phenomena related to zoning and participation process. 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
Lecture material in moodle.
Lectures (minimum 75 % attendance required)
Assignments, group work and seminars
Discussions and meetings (memorandums of meetings required)
Co-operation and consultancy with students of construction architecture within their "study project 1".
Participation and activity in lectures and group work
Assigments
Reports
English
01.01.2022 - 20.03.2022
02.12.2021 - 16.01.2022
4 cr
19IENVE
21KVIENVE
Jaakko Aumala, Eveliina Asikainen, Minna Nyström-Järvinen
Environmental Engineering
Bachelor's Degree Programme in Environmental Engineering
TAMK Main Campus
0-5
No alternative ways
Possible exam
International course, lectures given in English
Student's work load is 108 hours
Course schedule will be published during the first lecture
Student did not participate in the group work or lectures or the student participated in the group work and lectures, but the achieved competence is insufficient. This means that the student is not familiar with the basic concepts related to principles of zoning or participation process.
Student participated in the group work and in lectures. The achieved competence is sufficient but narrow.
Student shows throughout the course (assignments, classroom discussions) that is familiar with the basic concepts and phenomena related to the zoning of participation process.
The group work was done, reported and presented within the deadline but background information minimal, reporting structured according to the instructions but literature references are missing, presentation incomplete, discussion and conclusions are inadequate showing only narrow competence achieved.
Student participated in the group work and in lectures. 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 zoning and participation process. 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 lectures. The achieved competence is wide and student can apply the theoretical knowledge in know and new situation.
Student has fluent knowledge and understanding the basic concepts and phenomena related to zoning and participation process. 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.
Student understands the basic concepts of integral calculus and is able to solve simple applications that are similar to the model problems solved during the course.
In addition, student is able to apply the methods of integral calculus in various problems and is able to explain the methods of her/his solutions.
In addition, student has an overall understanding of using integral calculus to solve various applications and the ability to present and justify the chosen methods of solution.
Jukka Suominen
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, homework, exam.
The final grade is based on the exam and the homework. A homework package is given weekly (appr. 7 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 appr. 43 points. The homework and the exam 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
07.03.2022 - 29.04.2022
05.02.2022 - 06.03.2022
3 cr
21IENVE
Jukka Suominen
A student is expected to have a calculator and a formula book.
TAMK Mathematics and Physics
Bachelor's Degree Programme in Environmental Engineering, Open University of Applied Sciences
TAMK Main Campus
0-5
The exam will be held on Friday, 22nd of April at 12.15-15.00.
Two resit exams, the first one on Wednesday 11th of May at 17.00-20.00, the second one on Wednesday 25th of May 2022 at 17.00-20.00.
A student is expected to work 27 hours / credit unit.
Topics are shown in TuniMoodle.
Timo Parkkinen
Lecture materials posted in Moodle and discussed during the lectures.
Online contact teaching, exercises, self-study, assignments
Assignments are graded pass/fail, a fixed mount of lectures and assignments needs to be passed for completion.
English
10.01.2022 - 31.12.2022
28.09.2021 - 27.10.2021
2 cr
21IENVE
0 - 40
Johannes Jermakka
Interested in environmental engineering but wondering what it would be like to study it? Join us for an online "taster course". Test out some of the methods we use, get to know some of the teachers and find out where environmental engineers work.
Environmental Engineering
Bachelor's Degree Programme in Environmental Engineering
TAMK Main Campus
2 cr
Pass/Fail
No alternative methods
Course is graded based on presence and assignments. Grading is pass/fail.
International group
2cr = 54h
Self-study and assignments 50h
On-line meetings 4h
After completing the course the students can:
describe main fields in Environmental Engineering and the work tasks Environmental Engineers perform.
summarize how as Environmental Engineers they could help reaching the United Nations Sustainable Development Goals.
explain the role of environmental engineers in mapping and solving most important environmental challenges and trends.
examine the main interactions and material streams between the human environment and natural environment.
remember what studying at TAMK Environmental Engineering encompasses and what is required to get in as a student and graduate as an environmental engineer.
Student has participated in lectures and returned assignments which match passing criteria.
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 - 07.12.2021
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 - 23.12.2021
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 25th of October at 14.15-17.00 in the classroom B5-22 and the second on Monday 24th of January at 14.15-17.00 in the classroom B4-27.
A student is expected to study 27 hours / cu.
Knowledge the most essential phenomena and related quantities in oscillating , wave and modern physics. Capability to analyze qualitative and quantitatively simple and discussed cases and examples
In addition capability to applytrhe principles to new situations. Fluent usage of the terminology and models in presentations
In addition versatile ability to analyze phenomena qualitavively raelizing the limitations related to used theories.
Tuomo Nieminen
English
07.03.2022 - 22.05.2022
05.02.2022 - 13.03.2022
3 cr
21IENVE
Tuomo Nieminen
TAMK Mathematics and Physics
Bachelor's Degree Programme in Environmental Engineering, Open University of Applied Sciences
TAMK Main Campus
0-5
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 - 18.11.2021
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
Assignments are evaluated. No exams.
English
16.08.2021 - 17.12.2021
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
3 cr
0-5
No quiz-activities or exams because of remote implementation.
According credit units
See moodle
Student didn't submit assignments or their quality is below minimum level.
Student has accomplished all requirements of the course. Students assignments give imression he/she had particular challenges adopting course substance.
Student has been active during the classes and able to do course tasks. 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.
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
5 cr
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 can define the core principles of quality management. Student knows the project implementation and quality assessment process and principles of quality management.
Student knows the basic use of technical tools in quality management. Student can succesfully implement a quality management related project under supervision as a part of a group. Student can identify and control quality issues related to different themes.
Student recognizes the role and significance of quality work and quality 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 quality management in practical assignments. Student can design a quality management related project.
Student can select the most appropriate technical tools and apply them in the quality management processes. Student can implement and manage a quality management related project successfully. Student can identify and manage quality related issues to different themes and suggest for actions to tackle to risks.
Student can assess the role and significance of quality work and quality 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 quality management. Student can design a quality management related project and analyse quality in a professional manner.
Student can apply and compare technical tools in quality management and critically evaluate these applications. Student can design, implement and evaluate a quality management related project successfully. Student can tackle issues and problems in quality management and suggest for improvements in a constructive manner.
Student understands the role and significance of quality management in the working life. Student commits to the quality management related project work and is able to support or lead the group in project activities.
Hilda Szabo
English
01.01.2022 - 31.07.2022
02.12.2021 - 31.12.2021
5 cr
19IENVE
21KVIENVE
Juha Mettälä, Hilda Szabo
Environmental Engineering
Bachelor's Degree Programme in Environmental Engineering, Open University of Applied Sciences
TAMK Main Campus
0-5
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 11.00-14.00 and the second on Monday 24th of January at 14.15-17.00 in the classroom B4-27.
Topics and dates are shown in TuniMoodle.
Overall the achieved competence is sufficient but narrow. Student shows throughout the course that is familiar with the concepts and phenomena related to the subjects discussed during the course.
Can solve with help model exercises involving heat transfer and heat exchangers, mechanical separation and mass balances correctly. 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 concepts and phenomena related to the subjects discussed during the course. Can solve individually model exercise involving heat transfer and heat exchangers, mechanical separation and mass balances correctly and and new exercises/tasks with guidance. 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. Can solve individually model exercise and new exercises/tasks involving heat transfer and heat exchangers, mechanical separation and mass balances correctly, shows creativity in solving tasks. 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, self study, assignments, group work,laboratory exercises, discussions, exam
Short assignments,group work ,participation in the lectures and exercise/discussion sessions, laboratory exercises, exam
English
01.01.2022 - 31.07.2022
02.12.2021 - 31.12.2021
6 cr
20IENVE
Hilda Szabo
Environmental Engineering
Bachelor's Degree Programme in Environmental Engineering, Open University of Applied Sciences
TAMK Main Campus
0-5
One exam at the end of the course. Retakes will be agreed separately.
Contact lessons, discussions, exercises:52 hours
Self-studies: 112 hours
Total 164 hours
Industrial processes and sustainabilty, unit operations, heat transfer, heat exchangers, pumps, sedimentation, filtration, mass balances for processes without and with chemical reactions (mixing, extraction, membrane processes, distillation, synthesis, combustion).
Student participated in the exam .
Overall the achieved competence is insufficient . Student shows throughout the course (group-assignments, classroom discussions, and exam) that:
-is familiar with the concepts and phenomena related to the subjects discussed during the course
- cannot solve model exercises involving heat transfer and heat exchangers, mechanical separation and mass balances correctly
Student participated in the exam .
Overall the achieved competence is sufficient but narrow. Student shows throughout the course (group-assignments, classroom discussions, and exam) that:
-is familiar with the concepts and phenomena related to the subjects discussed during the course
- can solve model exercises involving heat transfer and heat exchangers, mechanical separation and mass balances correctly
Student participated in the exam.
Overall the achieved competence is structural. Student shows throughout the course (group-assignments, classroom discussions, and exam) that:
-is fluent in the concepts and phenomena related to the subjects discussed during the course
-can solve model exercise and new exercises/tasks involving heat transfer and heat exchangers, mechanical separation and mass balances correctly
-student is clearly motivated and interested in the subjects discussed
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:
-can solve model exercise and new exercises/tasks involving heat transfer and heat exchangers, mechanical separation and mass balances correctly, shows creativity in solving tasks
-student is clearly motivated and interested in the subjects discussed, eventually brings up new subjects of interest
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)
Student can recognize, name and define basic concepts introduced during the course.
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.
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 related to waste management.
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 waste management and engineering 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 waste management and engineering. 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
Course material found in Moodle, Teams and through links provided there.
Lectures, discussions, assignments, presentations, excursions, learning diary, laboratory
60 % minimum attendance for lectures is 100 % for laboratory work required.
Grade is based on the presentation, laboratory work and report, quizzes and final exam.
English
10.01.2022 - 25.04.2022
22.11.2021 - 15.01.2022
5 cr
20IENVE
21KVIENVE
21KVTBIOT
Johannes Jermakka, Seija Haapamäki, Hilda Szabo
Moodle and Teams are used for communication, assignment submissions and course materials.
Environmental Engineering
Bachelor's Degree Programme in Environmental Engineering, Open University of Applied Sciences
TAMK Main Campus
0-5
no alternative ways to conduct the course
Excursions depending on the COVID-19 restrictions
International study group
5cr = 135 hours of work
15 x 2h lectures
Laboratory exercises: 2 x 4h, 1 x 3h, 3 x 1h
Weekly assignments and project work
Examination(s)
Excursion(s)
Minimum attendance not to reached.
Assignments, laboratory reports or examinations not returned or they are failed.
Minimum attendance requirements fulfilled and other assignments reach a satisfactory level. Basic level knowledge attained.
The student shows understanding of the waste management systems and is able to apply some of the knowledge gained during the course when doing the assignments. The student is able to utilize the possibility for co-operation and collective learning by participating the lectures, excursions and group works. The students is able to work according to instructions given and by meeting the deadlines.
The student shows understanding of the waste management systems and is able to apply the knowledge gained during the course when doing the assignments. The student is able to analytically express thoughts and reflections. The student possesses excellent group work skills in the subject area. The student is able to utilize the possibility for co-operation and collective learning by participating the lectures, excursions and group works in an active manner. The student is able to work according to instructions given and by meeting the deadlines.
Hilda Szabo
English
01.01.2022 - 31.07.2022
02.12.2021 - 31.12.2021
3 cr
20IENVE
Johannes Jermakka
Environmental Engineering
Bachelor's Degree Programme in Environmental Engineering
TAMK Main Campus
0-5
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. Student can perform the laboratory measurements and experiments under supervision 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 most of the assignments were done and accepted and student is familiar with the concepts discussed during the course and can apply them in most of the situations. He/she 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.
Student can perform laboratory measurements and experiments independently. 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 the assignments were done with great care and detail. Student is fluent in the basic concepts and phenomena related to the subjects discussed during the course. He/she 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
Handouts posted in Tabula
Textbook: George Tchobanoglous and Edward D. Schroeder: Water Quality
Contact teaching, field excursion, assignments, laboratory exercises, exam
The course consists of lectures and discussions, exercises, field excursion of which students write report, compulsory laboratory exercises (3) and exam.The final grade is calculated based on the achievments gained from assignments and the exam, quatlity of laboratory reports and activity and interest shown thrughout the course.
English
01.01.2022 - 15.05.2022
02.12.2021 - 31.12.2021
5 cr
20IENVE
21KVIENVE
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
Exam at the end of the course.
5 credits = 135 h of work
Concept of water and wastewater management, sources of water, use of water, characteristics of water and their significance from environmental health point of view, unit operations used in water and wastewater treatment, drinking water production, wastewater treatment, alternative wastewater management options and future perspectives.
Student participated in the laboratory exercises and the exam. Overall the achieved competence is insufficient.
This means that
-some of the assignments were done acceptably
-the student is not familiar with the basic concepts discussed during the course
-can perform the laboratory measurements and experiments under supervision
-has no basic skills in reporting the results of the measurements and experiments
-seldom and inactive participation in the lectures
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
-seldom and inactive participation in the lectures
Student participated in the laboratory exercises and the exam. Overall the achieved competence is structural.
This means that:
-most of the assignments were done and accepted
-exam shows 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
-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 attends 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 subject of interest
Student recognizes the significance of regulations and laws of the course theme. Student identifies the juridical status of the individual in working life and as a citizen and can define the related concepts.
Student knows the responsibilities of employers and employees, can implement the knowledge in his/her own work in a routine manner.
Student can consider and assess his/her role in the legal context of working life.
Student can explain the significance of regulations and laws of the course theme. Student knows the juridical status of the individual in working life and as a citizen and can explain and compare the related concepts.
Student can apply the knowledge of the course theme in the working life, can make plans and solve problems related to the topic.
Student can sensitively consider and assess the activities and processes in the legal context of working life.
Student understands and analyses the significance of regulations and laws of the course theme. Student understands the juridical status of the individual in working life and as a citizen and can extensively and analytically use the concepts of the topic.
Student can apply the knowledge of the course in an analytical way in the working life. Student can find creative solutions to problems related to the topic and assess the outcome in question.
Student can critically assess the activities and processes in the legal context of working life and change his/her actions and thinking accordingly.
Hilda Szabo
All the course related material will be available in Moodle.
Lectures, group assignments, individual assignments, self-reflection and peer evaluation. All the course material will be available in Moodle. There is also an exam in the end.
Assessment is based on self-reflection, peer evaluation, interview assignment, career portfolio and exam. Participation to lectures affects the grading.
English
10.01.2022 - 08.05.2022
02.12.2021 - 16.01.2022
5 cr
20IENVE
21KVIENVE
Mika Nieminen, Noora Markkanen
Environmental Engineering
Bachelor's Degree Programme in Environmental Engineering, Open University of Applied Sciences
TAMK Main Campus
1 cr
0-5
No alternative completion methods.
Interview assignment including contacts with working life.
19.4.2022. Date for the retake agreed together.
International study group
5 credits equals to 105 hours of studies, of which:
50 hours lectures
20 hours Interview Assignment
10 hours Presentations
25 hours self-reflection and peer evaluation
30 hours Career portfolio
Student has not been able to demonstrate his / her knowledge with assignments or exam. This might be the case if one or more assignments are not submitted or the exam is not passed or participated.
Student recognizes the significance of regulations and laws of the course theme. Student identifies the juridical status of the individual in working life and as a citizen and can define the related concepts.
Student knows the responsibilities of employers and employees, can implement the knowledge in his/her own work in a routine manner.
Student can consider and assess his/her role in the legal context of working life.
Student can explain the significance of regulations and laws of the course theme. Student knows the juridical status of the individual in working life and as a citizen and can explain and compare the related concepts.
Student can apply the knowledge of the course theme in the working life, can make plans and solve problems related to the topic.
Student can sensitively consider and assess the activities and processes in the legal context of working life.
Student understands and analyses the significance of regulations and laws of the course theme. Student understands the juridical status of the individual in working life and as a citizen and can extensively and analytically use the concepts of the topic.
Student can apply the knowledge of the course in an analytical way in the working life. Student can find creative solutions to problems related to the topic and assess the outcome in question.
Student can critically assess the activities and processes in the legal context of working life and change his/her actions and thinking accordingly.
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.
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
English
01.08.2022 - 31.12.2022
01.08.2022 - 15.09.2022
5 cr
20IENVE
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
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
English
01.08.2022 - 31.12.2022
01.08.2022 - 15.09.2022
5 cr
22IENVE
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
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.
Pekka Kaatiala
Most of material is in the explanatory 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 also workshop using the Zoom environment). Explanatory 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
01.08.2022 - 23.10.2022
02.07.2022 - 31.08.2022
3 cr
22IENVE
22TEMA
Pekka Kaatiala
Follow the course Moodle.
TAMK Mathematics and Physics
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 video material 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.
Student is able to recognize and define the basic concepts related to contaminated site remediation.
Student manages the assigned tasks under supervision and is able to do routine operations. Student knows courses of action but cannot necessarily justify his/her choices, for example, when choosing a remediation method and sampling methods.
Student can give and receive feedback and can work in a group. Student is able to consider and assess the topics from his/her viewpoint. Student takes responsibility for his/her own work. Student can describe sustainability related effects of his/her own work related to contaminated site remediation.
Student is able to apply, explain and compare the basic concepts related to contaminated site remediation. Student is also able to structure things in relation to one another.
Student can select the most appropriate course of action from different remediation options and justify his/her choices. In practice, this means that the student is able apply his/her skills and make plans accordingly. Student is able to limit tasks and solve problems during the course.
Student can give and receive feedback actively and constructively. Student is able to consider and assess the topics both from his/her and the close community’s viewpoint. Student can cooperate responsibly 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. Can describe and assess the sustainability related effects of his/her own work in relation to contaminated site remediation.
Student understands extensive entities and relations between them, and is able to generalize, analyze and relate contaminated site remediation to the professional context.
Student can search for diverse courses of action and solution alternatives for remediation and sampling, justify his/her choices and try new courses of action. Student is also able to assess diverse site remediation solution and sampling alternatives, 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 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 sustainability related effects of his/her work and can anticipate them in his/her work in relation to contaminated site remediation.
Hilda Szabo
Keijzer et al. 2006. In situ soil and groundwater remediation: theory and practice. Tauw, the Netherlands
Lecture materials and literature related to the subject.
Lectures, exercises, weekly assignments, group discussions, field work, field- and laboratory measurements, group exam.
Assessment of the course is based on weekly assignments (60 %) and final group exam (40 %). Self-evaluation and group evaluation are mandatory parts of the course and shall be returned to teachers as instructed by the end of the course. All fieldwork and laboratory exercises are a mandatory part of the course.
English
29.08.2022 - 16.12.2022
01.06.2022 - 02.09.2022
5 cr
19IENVE
10 - 35
Mika Nieminen, Seija Haapamäki, Hilda Szabo
Be prepared to work in field. Pay special attention to weather conditions and field work instructions. Check that you have suitable clothes for working outside, as your clothes may get dirty during the field work.
Environmental Engineering
Bachelor's Degree Programme in Environmental Engineering, Open University of Applied Sciences
TAMK Main Campus
0-5
If you have work experience from contaminated soils and groundwater, you have a possibility to negotiate for alternative ways to complete the course. Also, if you have taken a course with a similar kind of content, please contact the teachers.
One lecture will be given by a company representative.
Group exam in the end of the course (week 50).
Students total use of time and effort is 135 hours, which is divided into lectures (42 hrs), field and laboratory work (12 hrs), self-study (78 hrs), and exam (3 hrs). Self-study includes assignments, reading and reports. Please, note that the time allocated for independent study is about 60 % of the total time allocated to the course. The course requires significant self-study input.
Student can define the core principles of energy efficiency. Student knows the energy efficiency assessment process and principles of energy efficiency.
Student knows the basic use of technical tools in energy efficiency. Student can succesfully implement a energy efficiency assessment project under supervision as a part of a group. Student can identify and control issues related to energy efficiency.
Student recognizes the role and significance of energy efficiency 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 energy efficiency in practical assignments.
Student can select the most appropriate technical tools and apply them in energy efficiency assessments. Student can implement and manage an energy efficiency assessment successfully. Student can identify and manage issues related to energy efficiency and suggest for actions to tackle the issues.
Student can assess the role and significance of energy efficiency 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 energy efficiency. Student can design an energy efficiency assessment project and analyse energy efficiency in a professional manner.
Student can apply and compare technical tools in energy efficiency and critically evaluate these applications. Student can design, implement and evaluate an energy efficiency assessment project successfully. Student can tackle issues and problems in energy efficiency and suggest for improvements in a constructive manner.
Student understands the role and significance of energy efficiency in the working life. Student commits to the project work and is able to support or lead the group in project activities.
Hilda Szabo
Course material is informed in TuniMoodle. Partly it will be literature or internet based material, partly teacher’s own material and partly material made by student’s work groups during the course.
Lectures
Basic training of the IR-photographing
Calculation program (Excel-version) of energy usage with different kind of buildings
Exercises and pair/group works
End of the course –exam
Evaluation of the exam, 0 to 5
Returned exercises
Activeness in lessons and group works gives you much better possibilityes to achieve good marks in the course!
End of the course –exam
English
01.09.2022 - 31.12.2022
02.07.2022 - 28.08.2022
4 cr
19IENVE
Sakari Lepola
Environmental Engineering
Bachelor's Degree Programme in Environmental Engineering, Open University of Applied Sciences
TAMK Main Campus
0-5
Participating the lessons is mandatory in the part of the course, when practising IR- photographing and when making and presenting the pair and/or group seminars. Participating the lessons is strongly recommended when practicing the Excel -calculating programme.
The exam of the course will be carried out in the end of the course. The exact day will be clear during the end section of the course.
This course is usually very good possibility to build up international connections with other participants from different countries and from multicultural backgrounds.
Contact lessons in this course some 30+ hours. Additional seminar work with own group 10-15 hours and one possible excursion*, which takes app. half working day.
*During the pandemic situation this has been impossible since year 2019 but the situation is little by little changing better since the beginning of year 2022.
Student’s motivation to participate to the lectures is normal, some absences are possible. The minimum requirement is to fully participate to the seminar work of the own group. Student passes the written or otherwise arranged exam.
Student’s motivation to participate to the lectures is good, some absences are possible. Student participates actively to the seminar work of the own group. Student passes the written or otherwise arranged exam with good marks.
Student’s motivation to participate to the lectures is good, some absences are possible. Student participates actively to the seminar work of the own group. Student passes the written or otherwise arranged exam with excellent marks.
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.
Emmanuel Abruquah
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
22.08.2022 - 15.12.2022
01.06.2022 - 22.08.2022
3 cr
21IENVE
Emmanuel Abruquah
TAMK Languages and Communication
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/ Podcast
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
22.08.2022 - 31.07.2023
13.06.2022 - 19.06.2022
60 cr
AVOINAMK
0 - 2
Bachelor's Degree Programme in Environmental Engineering
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
English
01.08.2022 - 31.12.2022
02.07.2022 - 31.07.2022
5 cr
21IENVE
Juha Mettälä
Environmental Engineering
Bachelor's Degree Programme in Environmental Engineering, Open University of Applied Sciences
TAMK Main Campus
0-5
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. Can solve model exercise correctly and has the basic skills in performing a laboratory exercise related to ecotoxicological testing. Is able to report the results of the testing. 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. Can solve model exercise and new exercises correctly and has sufficient skills to be able to perform independently a laboratory exercise related to ecotoxicological testing. The reporting of the results shows that the student can apply the theoretical knowledge in explaining the results of testing. 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. Can solve model exercise and new exercises correctly, shows creativity in solving tasks and has sufficient skills to be able to perform independently a laboratory exercise related to ecotoxicological testing. The reporting of the results 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
English
01.08.2022 - 31.12.2022
01.08.2022 - 15.09.2022
5 cr
19IENVE
Johannes Jermakka, Seija Haapamäki, Hilda Szabo
Environmental Engineering
Bachelor's Degree Programme in Environmental Engineering
TAMK Main Campus
0-5
Evaluation criteria is available in Finnish only.
Evaluation criteria is available in Finnish only.
Evaluation criteria is available in Finnish only.
Marja Oksanen
Finnish
29.08.2022 - 31.12.2022
02.07.2022 - 06.09.2022
3 cr
22IENVE
22TEMA
Marja Oksanen
TAMK Languages and Communication
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.
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
01.08.2022 - 31.12.2022
02.07.2022 - 15.09.2022
3 cr
21AI112
Johanna Granlund
TAMK Languages and Communication
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.
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
01.08.2022 - 31.12.2022
02.07.2022 - 15.09.2022
3 cr
19I132
19I131
19I228A
Johanna Granlund
TAMK Languages and Communication
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)
Satisfactory
Students have been able to complete all the assignments acceptably and attended contact lessons at least 80 %. They can exchange greetings/farewells, introduce oneself and name a few objects. 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.
Good
Students have been able to complete all the assignments acceptably and attended contact lessons at least 80 %. Students have an active attitude towards studying Finnish language showing that by completing tasks according to the schedule. They are able to cope in the most common simple everyday situations. Students can use typical grammatical structures e.g. basic verb conjugation, possessive structure and partitive in simple sentences. They can write brief texts and pronounce Finnish quite clearly.
Excellent
Students have been able to complete all the assignments acceptably and attended contact lessons at least 80 %. They 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 almost correctly. 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.
Marja Oksanen
Finnish
English
29.08.2022 - 02.12.2022
02.07.2022 - 06.09.2022
5 cr
22IENVE
22TEMA
Marja Oksanen
TAMK Languages and Communication
Bachelor's Degree Programme in Environmental Engineering
TAMK Main Campus
0-5
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
Study book Suomen mestari 1 uudistettu + Moodle material created and linked by the teacher.
Depending on the students' subject of interest also very pleasant extra content for them can be taken into consideration.
study conversation, collaborative learning, discussion exercises, activating written tasks, learning simulation and games, process writing, short videos made by students
To pass the course a minimum attendance 80 % is required as well as completed assignments.
Course evaluation consists of two parts:
A The written test (listening comprehension + reading comprehension + writing + structure tasks) =
50 % of the course grade
B Oral skills (video task) = 50 % of the course grade
Strong class activity can raise course grade at least in borderline cases.
Finnish
English
29.08.2022 - 04.11.2022
01.07.2022 - 30.07.2022
4 cr
21IENVE
9 - 25
Marja Oksanen
The first lesson on Tuesday, the 30th of August at 10.15 in the class room B6-22.
TAMK Languages and Communication
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.
The times of both written and oral tests will be discussed wih students in the beginning of the course.
The whole group is international! :o)
Two double lessons per week plus quite much independent work at home in 9 weeks: 4 ects = work of 108 hours.
-
Students have attended contact lessons less than 80 % . They have not completed course assignments because of lack of activity or gained skills. Their ability to communicate in Finnish at the level A2.1 is insignificant and limited to make understanding possible.
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.
Roope Siikanen
English
24.10.2022 - 31.12.2022
24.09.2022 - 23.10.2022
3 cr
22IENVE
Roope Siikanen
TAMK Mathematics and Physics
Bachelor's Degree Programme in Environmental Engineering, Open University of Applied Sciences
TAMK Main Campus
0-5
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.
Jukka Suominen
English
24.10.2022 - 31.12.2022
24.09.2022 - 23.10.2022
3 cr
22IENVE
Jukka Suominen
TAMK Mathematics and Physics
Bachelor's Degree Programme in Environmental Engineering, Open University of Applied Sciences
TAMK Main Campus
0-5
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.
Jukka Suominen
English
01.08.2022 - 23.10.2022
02.07.2022 - 31.08.2022
3 cr
22IENVE
Jukka Suominen
TAMK Mathematics and Physics
Bachelor's Degree Programme in Environmental Engineering, Open University of Applied Sciences
TAMK Main Campus
0-5
Student knows how to identify and define the essential theories of B2B-marketing, is able to name basic concepts of marketing and export trade and knows how to search for market intelligence.
Student is able to complete the given assignments under supervision. Student identifies the important practices of export trade and dealing with clients.
Student participates in group activities and recognizes his/her own people skills.
Student is able to apply essential theories in B2B marketing in practice and is able to compare different marketing solutions and is able to explain the core concepts in marketing and export business. Student knows how to search and use information that is related to own field.
Student knows how to share knowledge and is able to solve given tasks comprehensively and identifies persevering and process-like working according to given schedule. Student knows how to compare and choose theories and knowledge when solving problems.
Student can cooperate responsibly and is ready to develop his/her interaction skills. Student can give and receive feedback actively and constructively.
Student understands extensive entities and relations between them in B2B marketing and different fields.
Student can search for diverse courses of action and solution alternatives, justify his/her choices and try new courses of action considering present-day and future of own line of business.
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. Develops his/her own and the group’s interaction. Student understands the economic and wellbeing related effects of his/her work and can anticipate them in his/her work.
Hilda Szabo
English
01.08.2022 - 31.12.2022
01.08.2022 - 15.09.2022
4 cr
19IENVE
Mika Nieminen, Noora Markkanen
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
English
01.08.2022 - 31.12.2022
01.08.2022 - 15.09.2022
4 cr
20IENVE
Noora Markkanen
Environmental Engineering
Bachelor's Degree Programme in Environmental Engineering, Open University of Applied Sciences
TAMK Main Campus
0-5
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.
Roope Siikanen
English
29.08.2022 - 23.10.2022
02.07.2022 - 31.07.2022
3 cr
22IENVE
Roope Siikanen
TAMK Mathematics and Physics
Bachelor's Degree Programme in Environmental Engineering, Open University of Applied Sciences
TAMK Main Campus
0-5
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
English
01.08.2022 - 31.12.2022
02.07.2022 - 31.07.2022
6 cr
21IENVE
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
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.
Jukka Suominen
English
01.08.2022 - 31.12.2022
02.07.2022 - 31.07.2022
3 cr
22IENVE
Jukka Suominen
TAMK Mathematics and Physics
Bachelor's Degree Programme in Environmental Engineering
TAMK Main Campus
0-5
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.
Tuomo Nieminen
English
01.09.2022 - 12.12.2022
01.07.2022 - 12.09.2022
3 cr
21IENVE
Jari Puranen, Tuomo Nieminen
TAMK Mathematics and Physics
Bachelor's Degree Programme in Environmental Engineering, Open University of Applied Sciences
TAMK Main Campus
0-5
Hilda Szabo
Finnish
English
01.08.2022 - 31.12.2022
01.08.2022 - 15.09.2022
10 cr
21IENVE
Johannes Jermakka, Hilda Szabo, Noora Markkanen
Environmental Engineering
Bachelor's Degree Programme in Environmental Engineering
TAMK Main Campus
0-5
Hilda Szabo
Finnish
English
01.08.2022 - 31.12.2022
01.08.2022 - 15.09.2022
10 cr
20IENVE
Mika Nieminen, Johannes Jermakka, Hilda Szabo, Noora Markkanen
Environmental Engineering
Bachelor's Degree Programme in Environmental Engineering
TAMK Main Campus
0-5
Hilda Szabo
Finnish
English
01.08.2022 - 31.12.2022
01.08.2022 - 15.09.2022
10 cr
19IENVE
Mika Nieminen, Johannes Jermakka, Hilda Szabo, Noora Markkanen
Environmental Engineering
Bachelor's Degree Programme in Environmental Engineering
TAMK Main Campus
0-5
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
English
01.08.2022 - 31.12.2022
01.08.2022 - 15.09.2022
5 cr
21IENVE
Pienryhmä 1 (Size: 16. Open university: 0.)
Pienryhmä 2 (Size: 16. Open university: 0.)
Johannes Jermakka
Environmental Engineering
Bachelor's Degree Programme in Environmental Engineering, Open University of Applied Sciences
TAMK Main Campus
0-5
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
Eeva-Leena Tuominen
Finnish
English
01.08.2022 - 31.12.2022
06.04.2022 - 08.09.2022
5 cr
21BIOTA
20IM
20IENVE
20LATE
20BIOTB
20I131
Jukka Tohu, Tuuli Välineva, Kaisa Lahti, Iina Nieminen, Arto Nikkilä, Atte Rättyä, Perttu Arminen, Marita Hiipakka, Johannes Jermakka, Maarit Korhonen, Hilda Szabo, Mika Nikander, Metsätalous Virtuaalihenkilö, Piia Kanto, Ari Vanamo, Urpo Rossi
Laboratory Engineering
Bachelor's Degree Programme in Environmental Engineering
TAMK Main Campus
5 cr
0-5
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.
Assessment is based on presentation, project and risk management plan, peer review and other smaller assignments (both individual and group).
English
11.10.2022 - 15.12.2022
02.07.2022 - 16.10.2022
5 cr
20IENVE
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 can define the core principles of renewable energy. Student knows the renewable energy production processes and sources.
Student knows the basic use of technical tools in renewable energy production. Student can succesfully assess different renewable energy sources and technologies under supervision as a part of a group. Student can identify and assesses risks related to different themes under renewable enery production.
Student recognizes the role and significance of renewable energy 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 renewable energy in practical assignments.
Student can select the most appropriate technical tools and apply them in assessing renewable energy technologies and sources. Student can identify and assess risks related to different themes in renewable energy production and suggest for actions to tackle to the risks.
Student can assess the role and significance of renewable energy in the working life. Student commits to the assignments and his/her role in the implementation.
Student understands and analyses the core principles of renewable energy. Student can assess the applicability different types of renewable energy sources and production methods in a professional manner.
Student can apply and compare technical tools in renewable energy production and critically evaluate these applications. Student can evaluate different renewable energy technologies. Student can tackle issues and problems in renewable energy production and suggest for improvements in a constructive manner.
Student understands the role and significance of renewable energy in the working life. Student commits to the project work and is able to support or lead the group in project activities.
Hilda Szabo
English
01.08.2022 - 31.12.2022
02.07.2022 - 18.09.2022
5 cr
19IENVE
21KVTBIOT
Eero Kulmala, Johannes Jermakka, Aki Korpela, Perttu Arminen
Environmental Engineering
Bachelor's Degree Programme in Environmental Engineering
TAMK Main Campus
0-5
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
English
01.08.2022 - 31.12.2022
01.08.2022 - 15.09.2022
5 cr
20IENVE
Taru Owston, Johannes Jermakka
TAMK Languages and Communication
Bachelor's Degree Programme in Environmental Engineering, Open University of Applied Sciences
TAMK Main Campus
0-5
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
29.08.2022 - 16.12.2022
01.08.2022 - 15.09.2022
4 cr
22IENVE
Mika Nieminen, Johannes Jermakka, 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 is in the end of course. Check the Moodle page for the updated course information. The soil engineering exam (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.
Jukka Suominen
English
01.09.2022 - 31.12.2022
01.07.2022 - 31.08.2022
3 cr
21IENVE
Jukka Suominen
TAMK Mathematics and Physics
Bachelor's Degree Programme in Environmental Engineering, Open University of Applied Sciences
TAMK Main Campus
0-5
Evaluation criteria in Finnish only.
Evaluation criteria in Finnish only.
Evaluation criteria in Finnish only.
Joni Sallila
English
01.08.2022 - 31.12.2022
01.07.2022 - 31.08.2022
2 cr
21IENVE
Joni Sallila
TAMK Languages and Communication
Bachelor's Degree Programme in Environmental Engineering
TAMK Main Campus
0-5
Kirjallinen ja suullinen opetetaan samana toteutuksena: 4 op => 4 x 27 h = 108 h. Suullisen osion toteutussuunnitelma löytyy kirjallisen osion yhteydestä. (not translated)
Evaluation criteria in Finnish only.
Evaluation criteria in Finnish only.
Evaluation criteria in Finnish only.
Joni Sallila
Joni Sallila: Protocall – Teknikbiten, Tammertekniikka 2016.
Ammattialakohtaiset tekstit ilmoitetaan kurssin aikana.
Moodlesivu. (not translated)
Lähiopetus, harjoitukset, tentti, itsenäinen verkko-opiskelu, alkutesti (not translated)
Asteikko 0-5. Kielioppitesti (väh.) 24/50 pistettä. Kirjallinen ja suullinen koe. Opetuksen läsnäolovaatimus: 80 %. (not translated)
English
29.08.2022 - 16.12.2022
01.07.2022 - 30.09.2022
2 cr
21IENVE
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: Osittainen verkkototeutus. (not translated)
TAMK Languages and Communication
Bachelor's Degree Programme in Environmental Engineering
TAMK Main Campus
0-5
Näyttökoe: lehtori Katri Kallinen (not translated)
Kielioppitesti: xx.xx.2022 - xx.xx.2022
Kirjallinen koe: maanantai xx.xx.2022 - perjantai xx.xx.2022 välisena aikana
Suullinen koe: .xx.xx.2022 - xx.xx.2022 (not translated)
Kirjallinen ja suullinen oipetetaan samana toteutiuksena: 4 op => 4 x 27 h = 108 h (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 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. (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.
Emmanuel Abruquah
• Materials in Moodle
• Online resources
Contact teaching (Zoom if needed), coaching, presentations, discussions, group work, individual and collaborative online activities, self-study.
The assessment is based on successful completion of the following tasks and activities:
• Technical report related to the field of study – 70%
• Active participation (participation in class activities, contribution to discussions, independent work assignments) – 30%
English
01.08.2022 - 10.12.2022
02.08.2022 - 15.09.2022
3 cr
22IENVE
Taru Owston, Emmanuel Abruquah
TAMK Languages and Communication
Bachelor's Degree Programme in Environmental Engineering, Open University of Applied Sciences
TAMK Main Campus
0-5
None.
There is no exam in this course. A final report is required for an academic essay.
Contact lessons (Zoom if needed) – 15 x 2 h = 30 h
Independent study – 50 h
• Writing skills (reports, essays, work-related documents)
• Oral skills (general communication)
• Grammar as needed
Edit the report template accurately.
The student has not attended 80% of the classes and has not participated in the lessons.
- cannot use TAMK's report template correctly
- has not incorporated in-text references any their reports
- used the report template correctly.
- use the report guide correctly but with a few errors.
- submitted the required assignments
- used the report template correctly.
- use the report guide correctly but with limited errors.
- submitted the required assignments
- participated fully in both online and in-person sessions.
- language is readable and comprehensible
- used the report template correctly.
- use the report guide correctly but with no errors.
- in-text references are accurately written
- the list of references is accurately written
- submitted the required assignments
- participated fully in both online and in-person sessions.
- language is readable and comprehensible
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.
