Study Guide

Objectives (course unit)

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

Content (course unit)

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

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

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

Content (course unit)

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

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

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

Content (course unit)

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

Prerequisites (course unit)

Orientation for Engineering Mathematics and Functions and Matrices or similar skills

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

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

Content (course unit)

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

Prerequisites (course unit)

Orientation for Engineering Mathematics and Functions and Matrices or similar skills

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

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

Content (course unit)

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

Prerequisites (course unit)

Heating and Energy Technology Applications (5T00BE21) or equivalent

Assessment scale

0-5

Objectives (course unit)

Opiskelija osaa
- kuvailla henkilöstöjohtamisen keskeiset periaatteet, työpsykologian keskeiset käsitteet sekä kansainvälisen ympäristön eri työkulttuuri eroavaisuudet
- tunnistaa henkilöstön osaamisen, hyvinvoinnin ja toiminnan tuloksen välisen yhteyden
- selvittää oman toimialansa työlainsäädännön keskeisen sisällön, laatia talotekniikka-alojen työntekijän työsopimuksen
- kuvailla henkilöstön rekrytointiprosessin ja irtisanomisprosessin eri vaiheet ja säännökset.
- tunnistaa yrityksen strategiaprosessin ja työkalut sekä strategian merkityksen yrityksen toiminnalle.
- kuvailla erilaisista sopimuskäytäntöjä ja niihin liittyviä velvoitteita erityisesti talonrakennusalalla
- määritellä riskejä ja reagoida muutostilanteeseen

734/5000
The student can
- describe the basic principles of human resource management, the key concepts of work psychology and the differences in the work environment in the international environment
- Recognize the link between staff competence, well-being and performance
- find out the main content of the labor legislation in their respective sectors, draw up a contract for the work of a building technology worker
- describe the different stages and provisions of the recruitment and dismissal processes.
- identify the process and tools of the company's strategy and the importance of the strategy to the company's operations.
- describe the different contractual practices and related obligations, in particular in the field of building construction
- identify risks and react to change

Content (course unit)

Basics and challenges of leadership and management. Personal leadership qualities and their development. Recruitment.
Contracts and documents in construction. Labour market and collective labour agreements, contracts of employment, job descriptions, conditions of employment, indirect labour costs, working hours, termination of an employment contracts. Hiring labour, employing foreign labour.

Prerequisites (course unit)

Enterprise Economics (5T00BE26)

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

The student briefly describes the principles of human resource management. He / she is able to find key employment laws and contracts. They will be able to draw up an employment contract and describe aspects of recruitment.

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

The student can apply the principles of the person management and labour legislation and central agreements. He can analyse the differences of the contracts of employment of the different worker groups of the building services field, can describe the tools of the motivation of the recruiting process and staff of the staff. The student can describe the strategy process. The student identifies the significance of the agreement in the entrepreneurship.

Assessment criteria, excellent (5) (course unit)

The student can describe the principles of the staff management, labour legislation and agreements widely. The student can draw up a development plan to himself as a superior. The student can describe and can adapt comprehensively the strategy process. The student can describe the significance of the agreements and responsibilities to the company

Assessment scale

0-5

Objectives (course unit)

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

Content (course unit)

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

Prerequisites (course unit)

Orientation for engineering mathematics or similar skills.

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

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

Content (course unit)

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

Prerequisites (course unit)

Basics of Measuring and Reporting

Further information (course unit)

Alternative ways for project learning implementations

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment criteria, pass/fail (course unit)

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

Assessment scale

0-5

Objectives (course unit)

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

Content (course unit)

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

Prerequisites (course unit)

Basics of Measuring and Reporting

Further information (course unit)

Alternative ways for project learning implementations

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment criteria, pass/fail (course unit)

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

Assessment scale

0-5

Objectives (course unit)

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

Content (course unit)

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

Prerequisites (course unit)

Orientation for engineering mathematics or similar skills.

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

Student understands the basic concepts of geometry and vector calculations and is able to solve simple applications that are similar to the problems solved during the course. Student is familiar to different forms of complex numbers and is able to perform calculations with them. Justification of solutions and the usage of mathematical concepts may still be somewhat vague. Student takes care of his/her own studies and can cope with exercises with some help from the group.

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

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

Content (course unit)

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

Prerequisites (course unit)

Comprehensive school Swedish

Further information (course unit)

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

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

Pass/Fail

Objectives (course unit)

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

Content (course unit)

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

Prerequisites (course unit)

Orientation and Coaching for Practical Training

Assessment criteria, pass/fail (course unit)

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

Assessment scale

0-5

Objectives (course unit)

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

Content (course unit)

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

Prerequisites (course unit)

Orientation and Coaching for Practical Training

Assessment criteria, pass/fail (course unit)

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

Assessment scale

0-5

Objectives (course unit)

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

Content (course unit)

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

Prerequisites (course unit)

Orientation and Coaching for Practical Training

Assessment criteria, pass/fail (course unit)

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

Assessment scale

0-5

Objectives (course unit)

The student is able to:
• recognize different professions and companies in his/her own field
• find out the requirements for different professions in his/her own field
• write a job application and CV and can present his/her skills
• evaluate his / her skills against the demands of working life
• find out the basics of the employment legislation in his/her field
• identify the basic rules of working life and hi /her own development needs in relation to them
The student completes the occupational safety card, hot work card and emergency first aid training

Content (course unit)

Criteria for practical training, the agreements and procedures, reporting and other practicalities, information on contracted employment and how to find a training place.
The course consists of sessions run by the student union, coaching sessions prior to the first training session and information relevant to the study programme.

Further information (course unit)

The student participates in the practice training before the actual practice period. Participation in coaching is a prerequisite to begin the actual training period.

Assessment criteria, pass/fail (course unit)

Pass (s): The student is well acquainted with different jobs and companies in the field of building services. He has the material to apply for an internship and has been actively applying for internships in the industry. He / she is able to find out the contracts and terms of employment and apprenticeships. The student has participated in business events, trade fairs and seminars related to the profession. The student has prepared a plan for the learning objectives for the practical training and a career plan.
The student has completed the occupational safety card, hot work card and emergency first aid card trainings.

Assessment scale

Pass/Fail

Objectives (course unit)

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

Content (course unit)

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

Prerequisites (course unit)

Building Services Engineering Solutions for A Detached House module

Assessment scale

0-5

Objectives (course unit)

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

Content (course unit)

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

Prerequisites (course unit)

Basic Studies of Air Conditioning (5T00BE01)

Assessment scale

0-5

Objectives (course unit)

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

Content (course unit)

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

Prerequisites (course unit)

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

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

Student understands the basic concepts of integration and is able to solve simple applications that are similar to the model problems solved during the course. Student is also familiar to solution methods of simple differential equations. Justification of solutions and using mathematical concepts may still be somewhat vague. Student takes care of his/her own studies and can cope with exercises with some help from the group.

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

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

Content (course unit)

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

Prerequisites (course unit)

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

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

Student understands the basic concepts of integration and is able to solve simple applications that are similar to the model problems solved during the course. Student is also familiar to solution methods of simple differential equations. Justification of solutions and using mathematical concepts may still be somewhat vague. Student takes care of his/her own studies and can cope with exercises with some help from the group.

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

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

Content (course unit)

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

Prerequisites (course unit)

Heating and Energy Technology (5T00BE07)

Assessment scale

0-5

Objectives (course unit)

The student is able to
- apply SCADA solutions for real estate automation management.
- analyze building automation control systems, remote connections and data security
- recognize technology related to the design and implementation of SCADA systems
- apply functional descriptions in the programming of building automation systems
- design user interfaces in a user-oriented way.

Content (course unit)

Different interfaces, remote monitoring and interfaces used in automation systems. Functions, capabilities and applications of different systems. Implementation of a user-driven control and monitoring system project.

Prerequisites (course unit)

Building Automation Systems and Field Buses, Advanced Building Automation Systems

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

The student has implemented a building automation solution according to the assignment, but there are shortcomings in the implementation and documentation. The student's actions have been imitative.

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

The student has implemented a building automation solution according to the assignment, which is largely functional and well documented. The student has been active and cooperative. The student has evaluated his / her work and provided other students constructive feedback.

Assessment criteria, excellent (5) (course unit)

The student has implemented a functional building automation solution in accordance with the assignment and has also introduced broader features. Documentation is professional and solutions are justified from different angles. The student's activities have been conducive to collaboration and work development.

Assessment scale

0-5

Objectives (course unit)

The student is able to
-describe the needs and benefits of measurement
- report and evaluate measurements
- work safely in the laboratory and at building sites
- analyse the measurement of various HVAC systems as a whole and present the results as a report
-carry out the most common HVAC measurements being aware of the risks and environmental factors and evaluate the accuracy of the results
- apply different measurement systems to find out properties, basic information and needs
- estimate the margin of error and make use of measuring standards

Content (course unit)

The benefits and reasons for measuring. Basic measurements in HVAC e.g. temperature, flow rate, pressure, sound, indoor air quality, stream and air flow. Evaluating the validity of the results. Safety distance. Safe procedures in laboratories and constructions sites. Using standards and measuring guidelines in systematic measuring. Project work. Visits to sites together with electrical and construction engineering students.

Assessment scale

0-5

Objectives (course unit)

The student is able to
- describe the different phases of designing building services as well as the principles of documenting the process
- work in a professional project
- create the necessary HVAC design documents for a particular site
- cooperate with the other designers

Content (course unit)

Managing and scheduling a design project.
Documentation of planning and realisation of HVAC systems for a non-residential building. Working as a member of a project team, acquiring and passing on information at the right time. Integration of plans. Building services engineering task list.
Planning project flow diagram, documenting needs and initial information, list of documents, contents of drafts and realisation plans, permission procedures, cost-conscious selection of systems and devices.

Prerequisites (course unit)

HVAC applications in Non-residential Buildings (13I252-1014) study unit

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

The designing assignment is handed over completely but there are such a mistakes in the documents, that would lead into insufficient content of purchases or systems that are not working correctly. The progression of the project process has been insufficient.

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

All documents handed over are well done and according to the assignment. Documents are sufficient for purchasing building services systems and systems are designed correctly. Project has progressed smoothly in the schedule.

Assessment criteria, excellent (5) (course unit)

Student is able to demonstrate the purchases required for the systems and correctly working systems in the documents handed over. Systems designed by the student have features that points out Student’s personal talents. Student is able to deal Building services systems as a solid wholeness. The progression of the process has been smooth, organized and in the schedule.

Assessment scale

0-5

Objectives (course unit)

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

Content (course unit)

Connection methods for different materials. Supervision of installation and connections. Supporting pipes and ducts. Penetrations and seals for fire compartments. Selection and installation of insulation. Cruise review of plans and project management. Site safety and ergonomics. Organization of contract procurement. Handover checks.

Prerequisites (course unit)

Building Services Engineering Solutions for Detached House

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

The student is able to describe the working methods of the most common HVAC installations. The student is able to make the necessary procurement plans based on the contract calculations. The student is able to outline the content of the inspections to be carried out during the handover phase of a building.

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

The student comprehensively recognizes various HVAC installation methods and is able to determine the timing of different stages of the work as part of the construction contract. The student is able to procurement plan for the purchase of HVAC technology. The student demonstrates knowledge of the contents of the buildings inspection in the handover phase and outlines their need for time and the resources needed.

Assessment criteria, excellent (5) (course unit)

The student is able to choose and schedule installation and working methods as part of a construction contract. The student is able to draw up a HVAC technology procurement plan, taking into account delivery times, and integrates the procurement with site scheduling and overall management. The student is able to plan and schedule the functions of the HVAC handover phase.

Assessment scale

0-5

Objectives (course unit)

The student will be able to read, create, update and maintain HVAC drawings and documents from different eras. The student is able to observe building technology equipment and solutions in the built environment and to read and produce technical documents from them. The student recognizes HVAC engineering design documents and drawing notations and knows how to apply regulations and instructions.

Content (course unit)

Existing HVAC documentation regulations and guidelines. Use of CAD software in HVAC design and contracting. Documentation of the existing installation.

Prerequisites (course unit)

Tools for Building Services or equivalent

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

The student can use CAD programs HVAC application tools to create HVAC technical documents. The work is volatile and imitative. The student recognizes the HVAC drawings in use and the usual HVAC technical documents.

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

The student is able to use CAD programs HVAC application tools in a wide range of standard and HVAC system documentation and design. Students work actively and on their own initiative. The student recognizes HVAC technical documents and their uses.

Assessment criteria, excellent (5) (course unit)

The student will be able to use CAD programs HVAC application tools fluently and comprehensively to complete documentation and design of a variety of HVAC engineering systems. Students apply the program on their own initiative.

Assessment scale

0-5

Objectives (course unit)

The student will be able to read, create, update and maintain HVAC drawings and documents from different eras. The student is able to observe building technology equipment and solutions in the built environment and to read and produce technical documents from them. The student recognizes HVAC engineering design documents and drawing notations and knows how to apply regulations and instructions.

Content (course unit)

Existing HVAC documentation regulations and guidelines. Use of CAD software in HVAC design and contracting. Documentation of the existing installation.

Prerequisites (course unit)

Tools for Building Services or equivalent

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

The student can use CAD programs HVAC application tools to create HVAC technical documents. The work is volatile and imitative. The student recognizes the HVAC drawings in use and the usual HVAC technical documents.

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

The student is able to use CAD programs HVAC application tools in a wide range of standard and HVAC system documentation and design. Students work actively and on their own initiative. The student recognizes HVAC technical documents and their uses.

Assessment criteria, excellent (5) (course unit)

The student will be able to use CAD programs HVAC application tools fluently and comprehensively to complete documentation and design of a variety of HVAC engineering systems. Students apply the program on their own initiative.

Assessment scale

0-5

Objectives (course unit)

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

Content (course unit)

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

Prerequisites (course unit)

Heating and Energy Technology (5T00BE07)

Further information (course unit)

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

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

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

Content (course unit)

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

Prerequisites (course unit)

Heat Transfer and Fluid Dynamics

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

The student knows
- how to describe heat, fluid and their transfer with physical quantities and their dependencies

The student is able to
- give justifiable solutions to related problems from scientific engineering basis
- describe humidity of air based on known equations

Content (course unit)

humidity, thermal expansion, heat energy, calorimetry, transfer of heat and humidity, diffusion, thermodynamics, fluid mechanics

Prerequisites (course unit)

Mechanics

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

Student is able to use quantities, units and equations in thermophysics and fluid mechanics. Student is able to solve problems which resemble those given as examples during the course or student needs guidance in problem solving. Student is able to evaluate the correctness of his/her solution.

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

In addition to previous, student is able to solve new problems, which doesn't resemble examples given during the course.

Assessment criteria, excellent (5) (course unit)

In addition to previous, student is able to justify the solution exactly. Student is able to utilize the learned knowledge and skills to more challenging problems and analyze the correctness of the solution.

Assessment scale

0-5

Objectives (course unit)

Student is able to
- make a measurement task under supervision
- make a data sheet under supervision
- calculate the results of the measurement task
- make a graph representing the results
- make an appropriate error analysis
- draw up a report in accordance with standards

Content (course unit)

Measurements in students own field of technology.
Calculations of the results including linear regression. Drawing up reports about the measuring tasks.

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

Student has completed all required learning tasks. Reports have small errors or are incomplete in some way. Reports don't fully follow the given reporting guidelines.

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

The errors in reports are sparse. Student is able to supplement text with images, tables and equations. Student is able to present the final result correctly with calculated uncertainty. The text is mostly faultless. The reports follow the given reporting guidelines.

Assessment criteria, excellent (5) (course unit)

The reports follow the given reporting guidelines and student show deeper understanding in the reports. Student can reflect the quality of the measurements and final results. Student is able to relate the topics of the laboratory measurements to his/her own engineering field.

Assessment criteria, pass/fail (course unit)

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

Assessment scale

0-5

Objectives (course unit)

Student is able to
- make a measurement task under supervision
- make a data sheet under supervision
- calculate the results of the measurement task
- make a graph representing the results
- make an appropriate error analysis
- draw up a report in accordance with standards

Content (course unit)

Measurements in students own field of technology.
Calculations of the results including linear regression. Drawing up reports about the measuring tasks.

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

Student has completed all required learning tasks. Reports have small errors or are incomplete in some way. Reports don't fully follow the given reporting guidelines.

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

The errors in reports are sparse. Student is able to supplement text with images, tables and equations. Student is able to present the final result correctly with calculated uncertainty. The text is mostly faultless. The reports follow the given reporting guidelines.

Assessment criteria, excellent (5) (course unit)

The reports follow the given reporting guidelines and student show deeper understanding in the reports. Student can reflect the quality of the measurements and final results. Student is able to relate the topics of the laboratory measurements to his/her own engineering field.

Assessment criteria, pass/fail (course unit)

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

Assessment scale

0-5

Objectives (course unit)

The student is able to
- to determine an objective, schedule and staff and other resources to the project work
- to apply the knowledge acquired in the study modules and skills in its project work
- to operate professionally and customer-orientedly in a multidisciplinary project group

Content (course unit)

The contents of the project are agreed on between teachers, student and the possible principals and other interest groups. The project can be connected to the RDI project activity, developing of education or learning environments. It also can consist of arrangements of different common professional seminars, an international exhibition trip or company transactions.

Prerequisites (course unit)

Studies which are related to the subject matter of the project or corresponding knowledge and skills

Further information (course unit)

For the study module project work and project studies which are related to the studies will be recorded.

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

The student has functioned as a member of the agreed project group and has reported, his own operation and his working. As a member of the group he has participated in the arrangement of objectives and in the planning of the work but his action has not been active. It is tolerable the following of the agreed schedules and to perform tasks.

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

The student has participated actively and according to the agreed objectives in the project group and he is his operation, well reported. His work contribution has been good even though in knowledge and skills it is still on something in the areas, developed. The tasks have been made according to the agreed schedule.

Assessment criteria, excellent (5) (course unit)

The student has acted responsibly and promoting the operation of the whole group in the project group. He has made his agreed tasks well and has brought an expert point of view to them and has adapted to the project work the subjects learned by it well.

Assessment scale

0-5

Objectives (course unit)

The student is able to
- to determine an objective, schedule and staff and other resources to the project work
- to apply the knowledge acquired in the study modules and skills in its project work
- to operate professionally and customer-orientedly in a multidisciplinary project group

Content (course unit)

The contents of the project are agreed on between teachers, student and the possible principals and other interest groups. The project can be connected to the RDI project activity, developing of education or learning environments. It also can consist of arrangements of different common professional seminars, an international exhibition trip or company transactions.

Prerequisites (course unit)

Studies which are related to the subject matter of the project or corresponding knowledge and skills

Further information (course unit)

For the study module project work and project studies which are related to the studies will be recorded.

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

The student has functioned as a member of the agreed project group and has reported, his own operation and his working. As a member of the group he has participated in the arrangement of objectives and in the planning of the work but his action has not been active. It is tolerable the following of the agreed schedules and to perform tasks.

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

The student has participated actively and according to the agreed objectives in the project group and he is his operation, well reported. His work contribution has been good even though in knowledge and skills it is still on something in the areas, developed. The tasks have been made according to the agreed schedule.

Assessment criteria, excellent (5) (course unit)

The student has acted responsibly and promoting the operation of the whole group in the project group. He has made his agreed tasks well and has brought an expert point of view to them and has adapted to the project work the subjects learned by it well

Assessment scale

0-5

Objectives (course unit)

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

Content (course unit)

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

Prerequisites (course unit)

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

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

The student is able to
- describe the operating principles of the most common HVAC processes
- define the field devices needed for the process and determine the relationship between the processes and the field devices
- explain the basic characteristics of dynamic processes (gain, time constant, delay) and their importance for control
- the student is able to perform a step response test for a simple process and tune the PI controller by some known method

Content (course unit)

Heat distribution process automation, ventilation unit automation, room control and airflow control, control theory.

Prerequisites (course unit)

Building Automation and HVAC (5T00BE18)

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

The student is able to describe the significance of a building automation system as a part of building technology and to identify the equipment used in a building automation system and interpret documents related to the system. The student is able to make a simple HVAC process control diagram.

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

The student is able to create a control diagram and description of the conventional HVAC process and describe the structure and equipment of the building automation system required by it. The student is able to create documents related to building automation system according to the design instructions. The student understands the importance of process gain and time constant .

Assessment criteria, excellent (5) (course unit)

The student is able to apply the topics covered and take into account the purpose of the premises and the objectives set for them when defining the activities related to the process. The student is able to utilize the opportunities offered by the systems and apply them to achieve the set goals. The student is able to tune the PI controller.

Assessment scale

0-5

Objectives (course unit)

The student is able to
- describe the type of technical documentation that building automation systems are typically produced in the building design phase
- recognize the equipment in the documents and understands the significance of the equipment markings
- find out how the most common field devices work
- explain the principles of data transfer in building automation systems
- describe the characteristics and requirements of the fieldbus standards used in the property

Content (course unit)

Building automation system documentation, field equipment, building automation system structure, communication protocols and fieldbus, cloud services, and basic SCADA solutions

Prerequisites (course unit)

HVAC Building Services Engineering in Residential Buildings module

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

The student recognizes system-related components and can name them. The student understands what is the significance of a building automation system for a property. The student identifies the most common fieldbus standards.

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

The student understands the general characteristics of field equipment used in building automation. The student is able to choose field equipment and system equipment to be used in building automation systems based on the requirements set for them. The student is able to describe the requirements of the most common fieldbus standards.

Assessment criteria, excellent (5) (course unit)

The student is able to define requirements for field equipment and system equipment. The student is able to define requirements for integration of equipment and other systems in the property.

Assessment scale

0-5

Objectives (course unit)

The student is able to

- identify typical past and present building constructions and their constraints for building services engineering
- interpret structural documents
- describe the process planning and realising of a building project and the interoperations of designers and contractors
- pass on information at the right time
- play an appropriate part in the production planning process of a building site for a house
- analyse the general practices and key occupational safety features at a building site

Content (course unit)

Basics of construction technology, structures, structural elements, materials, fixtures, external structures.
Construction planning and documentation. The significance of structures for energy efficiency. Structures and moisture. Phases of a building project, the stakeholders and their mutual tasks. Types of contracts, inspection and scheduling techniques. Meeting and cooperation procedures during the planning and realisation. Occupational safety on a building site.

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

The student recognizes the most common constructions, but is able to describe the connection of building technology to them in a narrow way. He names the parties to the building project, but their roles and site organizations are incomplete.
The student is familiar with the written materials of the course. In addition to the material distributed during the course, the student will produce assignments using the information available in literature and online material, and use the terminology of the field appropriately. The exercise assignments have been reset as instructed.

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

613/5000
The student recognizes the most common constructions and their alignment with building technology. He gives a broad description of the parties involved in the building project, their tasks and the site organizations.
The student is able to describe the importance of planning and land use in building services solutions and the required permit procedures.
The student is familiar with the written materials of the course. The student will produce the assignments using the material available in the course in addition to the material distributed in the course and will use the terminology of the field well. The exercise assignments have been reset as instructed.

Assessment criteria, excellent (5) (course unit)

In addition to the above, the student compares different implementations of construction project and site design from the perspective of building technology. He outlines different options for combining structures and building technology.

Assessment scale

0-5

Objectives (course unit)

The student is able to

- identify typical past and present building constructions and their constraints for building services engineering
- interpret structural documents
- describe the process planning and realising of a building project and the interoperations of designers and contractors
- pass on information at the right time
- play an appropriate part in the production planning process of a building site for a house
- analyse the general practices and key occupational safety features at a building site

Content (course unit)

Basics of construction technology, structures, structural elements, materials, fixtures, external structures.
Construction planning and documentation. The significance of structures for energy efficiency. Structures and moisture. Phases of a building project, the stakeholders and their mutual tasks. Types of contracts, inspection and scheduling techniques. Meeting and cooperation procedures during the planning and realisation. Occupational safety on a building site.

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

The student recognizes the most common constructions, but is able to describe the connection of building technology to them in a narrow way. He names the parties to the building project, but their roles and site organizations are incomplete.
The student is familiar with the written materials of the course. In addition to the material distributed during the course, the student will produce assignments using the information available in literature and online material, and use the terminology of the field appropriately. The exercise assignments have been reset as instructed.

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

613/5000
The student recognizes the most common constructions and their alignment with building technology. He gives a broad description of the parties involved in the building project, their tasks and the site organizations.
The student is able to describe the importance of planning and land use in building services solutions and the required permit procedures.
The student is familiar with the written materials of the course. The student will produce the assignments using the material available in the course in addition to the material distributed in the course and will use the terminology of the field well. The exercise assignments have been reset as instructed.

Assessment criteria, excellent (5) (course unit)

In addition to the above, the student compares different implementations of construction project and site design from the perspective of building technology. He outlines different options for combining structures and building technology.

Assessment scale

0-5

Objectives (course unit)

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

Content (course unit)

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

Prerequisites (course unit)

5TOOEI06

Assessment scale

0-5

Objectives (course unit)

The course is for native Finnish speakers only.

After completing the course, student is able to tell orally about his / her education, work experience and tasks, eg in a job search situation. Student is able to present the activities, products, processes and services of companies and organizations orally and discuss these topics. Student is able to cope with working life contacts in his / her own field of technology, eg telephone situations and presentations. Students are able to give technical instructions in their field orally.

Content (course unit)

The course is for native Finnish speakers only. Oral communication situations in working life; Business Swedish; The terminology of your study field; Key grammar.

Further information (course unit)

The course is for native Finnish speakers only.

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

Evaluation criteria in Finnish only.

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

Evaluation criteria in Finnish only.

Assessment criteria, excellent (5) (course unit)

Evaluation criteria in Finnish only.

Assessment scale

0-5

Objectives (course unit)

The course is for native Finnish speakers only.

After completing the course, student is able to tell orally about his / her education, work experience and tasks, eg in a job search situation. Student is able to present the activities, products, processes and services of companies and organizations orally and discuss these topics. Student is able to cope with working life contacts in his / her own field of technology, eg telephone situations and presentations. Students are able to give technical instructions in their field orally.

Content (course unit)

The course is for native Finnish speakers only. Oral communication situations in working life; Business Swedish; The terminology of your study field; Key grammar.

Further information (course unit)

The course is for native Finnish speakers only.

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

Evaluation criteria in Finnish only.

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

Evaluation criteria in Finnish only.

Assessment criteria, excellent (5) (course unit)

Evaluation criteria in Finnish only.

Assessment scale

0-5

Objectives (course unit)

The aim of the course is to prepare students to act in various communication situations in working life in Swedish.   
  
 After completing the course, the student   
- is able to communicate appropriately in Swedish in professional written communication situations 
- masters the key terminology of automotive engineering  
- is able to tell about his/her own professional expertise  
- is able to search for and interpret professional information in their field from Swedish-language publications  
- is able to evaluate, maintain and develop their own language skills and language learning skills  
  - achieves the oral and written skills of the second domestic language required by the legislation of the universities of applied sciences, required for work in their own field  

Content (course unit)

- authentic professional texts, automotive engineering vocabulary  
- duties in the field  
- telling about one's own education  
- telling about productions in one's own field  
- various sector-specific communication situations 

Prerequisites (course unit)

Starting level: High school Swedish syllabus or equivalent level European Framework of Reference skill level.  
Take the Swedish entry level test and, if necessary, complete the preparatory studies before the course begins. 

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

(Level B1.1) Student   
- is able to communicate simply about his/her own professional skills (e.g. job application)  
- is able to tell about his own professional field in a concise manner   
- handles mainly the most important predictable interaction situations and customer contacts in their own field in a comprehensible manner   
- writes somewhat intelligibly   
- uses the basic vocabulary of the field in such a way that the essential message is conveyed   
- uses simple grammatical basic structures   
- finds the information they are looking for in texts that deal with familiar topics   

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

(Level B1.2) Student  
- is able to communicate clearly in a way appropriate to the situation from his/her own professional expertise (e.g. job application)  
- can tell about his own professional field quite well  
- handles everyday interaction situations and customer contacts in their own field fairly well  
-mostly writes well.  
- uses the basic vocabulary of the field in such a way that the key message is conveyed   
- uses basic grammatical structures mostly correctly  
- understands the main points and most details of the professional text they read 

Assessment criteria, excellent (5) (course unit)

(Skill level B2.2-C1) Student   
- is able to communicate fluently in a way appropriate to the situation from his/her own professional expertise (e.g. job application)  
- can tell about their own professional field in a versatile and fluent manner   
- handles diverse interaction situations and customer contacts in their own field in a natural way   
- writes fluently  
- uses the basic vocabulary of their field so that the message is clearly conveyed   
- uses basic grammatical structures almost flawlessly  
- understands both the main points and the details of the professional text and is able to apply what they read   

Assessment scale

0-5

Objectives (course unit)

The aim of the course is to prepare students to act in various communication situations in working life in Swedish.   
  
 After completing the course, the student   
- is able to communicate appropriately in Swedish in professional written communication situations 
- masters the key terminology of automotive engineering  
- is able to tell about his/her own professional expertise  
- is able to search for and interpret professional information in their field from Swedish-language publications  
- is able to evaluate, maintain and develop their own language skills and language learning skills  
  - achieves the oral and written skills of the second domestic language required by the legislation of the universities of applied sciences, required for work in their own field  

Content (course unit)

- authentic professional texts, automotive engineering vocabulary  
- duties in the field  
- telling about one's own education  
- telling about productions in one's own field  
- various sector-specific communication situations 

Prerequisites (course unit)

Starting level: High school Swedish syllabus or equivalent level European Framework of Reference skill level.  
Take the Swedish entry level test and, if necessary, complete the preparatory studies before the course begins. 

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

(Level B1.1) Student   
- is able to communicate simply about his/her own professional skills (e.g. job application)  
- is able to tell about his own professional field in a concise manner   
- handles mainly the most important predictable interaction situations and customer contacts in their own field in a comprehensible manner   
- writes somewhat intelligibly   
- uses the basic vocabulary of the field in such a way that the essential message is conveyed   
- uses simple grammatical basic structures   
- finds the information they are looking for in texts that deal with familiar topics   

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

(Level B1.2) Student  
- is able to communicate clearly in a way appropriate to the situation from his/her own professional expertise (e.g. job application)  
- can tell about his own professional field quite well  
- handles everyday interaction situations and customer contacts in their own field fairly well  
-mostly writes well.  
- uses the basic vocabulary of the field in such a way that the key message is conveyed   
- uses basic grammatical structures mostly correctly  
- understands the main points and most details of the professional text they read 

Assessment criteria, excellent (5) (course unit)

(Skill level B2.2-C1) Student   
- is able to communicate fluently in a way appropriate to the situation from his/her own professional expertise (e.g. job application)  
- can tell about their own professional field in a versatile and fluent manner   
- handles diverse interaction situations and customer contacts in their own field in a natural way   
- writes fluently  
- uses the basic vocabulary of their field so that the message is clearly conveyed   
- uses basic grammatical structures almost flawlessly  
- understands both the main points and the details of the professional text and is able to apply what they read   

Assessment scale

0-5

Objectives (course unit)

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

Content (course unit)

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

Prerequisites (course unit)

Orientation of Engineering ( and Tools for Building Services or equivalent

Assessment scale

0-5

Objectives (course unit)

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

Content (course unit)

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

Prerequisites (course unit)

Mechanics, fluid mechanics and thermophysics.

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

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

Content (course unit)

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

Prerequisites (course unit)

Mechanics, fluid mechanics and thermophysics.

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

The student is aware of the topics in the area of Building Services nationally and internationally. The student is able to take a stand of these issues with arguments and criticality.

Content (course unit)

New innovations and new practices in Building Services Engineering compering with the currently used. Daily topics and future scenarios. Actual Research and Development in Building Services.

Prerequisites (course unit)

The courses of 3rd year of TUAS Building Services Program

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

Orientation of the Student in topics of Building Services is only trivial. Student is able to point out some facts and opinions about the future scenarios of the industry but the personal analysis and synthesis is narrow.

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

Student is well aware of the topics of Building Services and is able to make analysis with source criticism. Student is able to debate about the development of the industry based on the material and literature that has been distributed during the course.

Assessment criteria, excellent (5) (course unit)

Student is well aware of the national and global development scenarios in the industry of building services and construction engineering. Student is able to analyze the material critically and to present own, well-grounded views and opinions. Student is able to produce articles that may be published in the professional media of the Student’s branch of industry.

Assessment scale

0-5

Objectives (course unit)

The Student
- can describe the essential systems for which building service engineers are responsible
- is able to detect building services related devices and solutions in built environments
- knows how to find out about the relevant competence requirements and how to acquire the necessary training and ,based on this, plan his/her own studies
- understands how to observe conditions inside and outside buildings
- finds out about building services as a consumer and possible producer of energy
- knows how to determine and reason the relevant safety requirements

Content (course unit)

Building services systems and their history, stakeholders in the field, regulations and standards, competence requirements, the significance of building services in consumption and production of energy. Tasks in the field.

Assessment scale

0-5

Assessment scale

0-5

Assessment scale

0-5

Objectives (course unit)

The student can
- Define the purpose, schedule, human and other resources for project work
- apply the acquired knowledge and skills to their project work
- work professionally and customer-oriented in a multidisciplinary project team

Content (course unit)

The content of the project will be agreed between the teacher, the student, potential principals and other stakeholders. The project may relate, for example, to additional or advanced study topics (eg energy efficiency of buildings, renovation) or RDI project activities, development of learning environments or assignments from external stakeholders. Project work can be, for example, planning or research work.

Prerequisites (course unit)

- Theoretical knowledge or skills related to the subject area of the project

Further information (course unit)

Compulsory studies are a set of project studies, the objectives and contents of which are determined annually by student or group.

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

The student has been a member of an agreed project team and reported on his / her activities and work. As a member of the group, she has been involved in goal setting and work planning, but has not been proactive. Keeping to the agreed timetables and performing the tasks is inadequate.

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

The student has participated actively and according to the agreed goals in the project group and he / she has well reported his / her activities. His work has been good, although there is still room for improvement in knowledge and skills in some areas. The tasks have been carried out according to the agreed schedule.

Assessment criteria, excellent (5) (course unit)

The student has acted responsibly in the project group and promoted the activities of the whole group. He has done the agreed-upon assignments with high quality, brought a professional perspective to them, and applied well the topics he has learned in project work.

Assessment scale

0-5

Objectives (course unit)

The student is able to
- describe the phases, stakeholders and central project management tasks in a building services engineering contract
- calculate tenders for different types of contracts as well determine and estimate prices
- make schedules and purchase plans
- use project management tools

Content (course unit)

Stakeholders of a project and their tasks. Pricing, calculating tenders, contracts, changes and additional work. Settling of financial accounts. Scheduling. Purchasing. Use of project management tools.

Prerequisites (course unit)

Participating in the other courses of the unit

Further information (course unit)

Learning tasks are agreed upon by tasks

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

The student has completed and returned the course assignments according to the agreed schedule, but they have been implemented in a limited or partial manner.
The student is able to name the key partners and the stages of construction.
The student is able to make scheduling and make small bidding offers.
The student describes the basics of product safety but their application is limited.

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

The student has completed and returned the learning assignments according to the agreed schedule and they have been done according to the objectives.
The student is able to describe the role of different parties in a construction project and to compare different implementation forms of a building project.
The student is able to compare different aspects of purchasing and product safety of building services products. He / she is able to find and compare the purchase prices of products in his field and to price products and technical solutions, taking into account the starting points of business.

Assessment criteria, excellent (5) (course unit)

The student has completed and returned the learning assignments according to the agreed schedule and they have been done more in-depth with the objectives.
The student is able to describe the effects of different construction projects on the role of building technology operators in a building project.
The student is able to compare widely different aspects of building solutions and product safety. They are able to make total cost comparisons of different solutions.
The student can use project management tools to plan and monitor his / her own activities.

Assessment scale

0-5

Objectives (course unit)

The student
- is able to conduct the configurations and installations of the most common devices used in building services and identifies the basic components, installation methods and procedures used in the field.
- is able to determine how electrical equipment is shown to meet requirements
- is ready to carry out installations during the first training period.

Content (course unit)

The student
- is able to conduct the configurations and installations of the most common devices used in building services and identifies the basic components, installation methods and procedures used in the field.
- is able to determine how electrical equipment is shown to meet requirements
- is ready to carry out installations during the first training period.

Further information (course unit)

This course is recommended for students who have no previous experience in HVAC or electrical installation. The course is primarily approved for students in the Building Services program.

Assessment criteria, pass/fail (course unit)

Approved: The student has taken part in the introductory part of the course and made the assignments, workshop work and their reporting according to the timetable.
Fail: The student has not completed learning assignments or participated in the induction according to the agreed schedule.

Assessment scale

0-5

Objectives (course unit)

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

Content (course unit)

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

Prerequisites (course unit)

Basic skills of Heat Transfer and Electrical Engineering

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

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

Content (course unit)

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

Prerequisites (course unit)

Basic skills of Heat Transfer and Electrical Engineering

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

The student is able to
- apply knowledge and skills acquired in managing a project
- carry out project management tasks in practice

Content (course unit)

Working as an assistant to a project manager on an actual project or carrying out a development project. .

Prerequisites (course unit)

Electrical Building Services in Residential Buildings or HVAC Building Services Engineering in Residential Buildings

Further information (course unit)

The learning tasks are agreed on assignment-specifically

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

The student has participated in the tasks of the project care but the working has not been from the own initiatives. It has been partly defective to follow the agreed schedules. The feedback of the working life has been satisfactory. The arrangements of the objectives of the project work the reporting of the own learning has been small.

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

The student has identified his own learning objectives and has developed, the care of the project has his know-how according to the objectives. The student has worked in the ones the project care to be done according to the agreed objectives and the feedback of the representative of the working life is good. The agreed schedules have been adhered to and the reporting is covering.

Assessment criteria, excellent (5) (course unit)

n addition to the previous, the student has brought out development proposals which are related to the project care. The feedback on the working received by him is praiseworthy. The student has acted actively and spontaneously in the arrangement, working and final reporting.

Assessment scale

0-5

Objectives (course unit)

The aim is to further develop the written and spoken competence in English needed in the working life as an engineer.

The students have a good command of the special terms in their particular field and are able to read technical texts. They know the job application process in English. The students gain experience of negotiating in English. They know how to give an effective professional presentation and how to write reports.

Content (course unit)

Terms needed in engineering. Meetings and negotiations. Presenting a technical process or product. CV, job application and job interview. Grammar and intercultural communication if necessary.

Prerequisites (course unit)

Working English for Engineers or equivalent

Further information (course unit)

The students have passed the course when they have been present to 80% of the classes, completed the agreed tasks and taken part in the exam.

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

The student completes the tasks.
The student is able to
- enter unprepared into conversation on topics that are familiar, of personal interest or pertinent to everyday life (e.g. family, hobbies, work, travel and current events).
- briefly give reasons and explanations for opinions and plans.
- write simple connected text on topics which are familiar or of personal interest. I can write personal letters describing experiences and impressions

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

The student is able to
- interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible.
- take an active part in discussion in familiar contexts
- present clear, detailed descriptions on a wide range of subjects.
- explain a viewpoint on a topical issue giving the advantages and disadvantages of various options.
- write clear, detailed text on a wide range of subjects as well as abstracts of material related to one's own field

Assessment criteria, excellent (5) (course unit)

The student:
- can express him/herself fluently and spontaneously without much obvious searching for expressions.
- is able to use language flexibly and effectively for social and professional purposes
- is able to formulate ideas and opinions with precision and relate his/her contribution skillfully to those of other speakers.
- can present clear, detailed descriptions of complex subjects integrating sub-themes, developing particular points and rounding off with an appropriate conclusion
- can express him/herself in clear, well-structured text, expressing points of view at some length.
- can write about complex subjects in a letter, an essay or a report, underlining what I consider to be the salient issues
- can select a style appropriate to the reader in mind

Location and time

See your electronic calendar

Exam schedules

Will be discussed at the beginning of the course

Assessment methods and criteria

The evaluation of the course is based on several mandatory course assignments. The assignments will be intoroduced on the first lesson.

Students should attend at least 80 % of lessons and do at least 60% of the homework. Active participation on the lessons and submitting homework may affect the grade especially in borderline cases.

Assessment scale

0-5

Teaching methods

Lessons, independent study, pair work, group work

Learning materials

Will be published in Moodle

Student workload

3 x 27h

Content scheduling

- Applying for a job
- Professional texts
- Group work

Completion alternatives

Will be introduced at the beginning of the course

Objectives (course unit)

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

Content (course unit)

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

Prerequisites (course unit)

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

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

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

Content (course unit)

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

Prerequisites (course unit)

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

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

he student is able to define the basic concepts of heat transfer technology and flow technology and to apply flow technology in dimensioning and balancing flow engineering networks. The student identifies conventional heat transfer applications in HVAC technology.

Content (course unit)

Basic concepts of heat transfer and fluid dynamics. Dimensioning and balancing of building systems. Pipeline dimensioning in closed and open circuits with dimensioning diagrams and computation. Head losses in different parts. Performance characteristics of heat exchangers, pumps and fans with performance diagrams. Forms of heat transfer and heat loss calculations in the case of a flat surface and pipe. Determination of heat transfer coefficient.

Prerequisites (course unit)

Orientation of Engineering and
Tools for Building Services modules or equivalent

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

The student recognizes the basic concepts of heat transfer and fluid dynamics. The student is able to make simple flow and temperature calculations

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

The student is able to apply the concepts of heat transfer and fluid dynamics to practical HVAC problems. The student is able to make applied flow calculations.

Assessment criteria, excellent (5) (course unit)

Students master the concepts and calculation principles of heat transfer and fluid dynamics. The student can also apply them in different HVAC technical problems and calculations.

Assessment scale

0-5

Objectives (course unit)

he student is able to define the basic concepts of heat transfer technology and flow technology and to apply flow technology in dimensioning and balancing flow engineering networks. The student identifies conventional heat transfer applications in HVAC technology.

Content (course unit)

Basic concepts of heat transfer and fluid dynamics. Dimensioning and balancing of building systems. Pipeline dimensioning in closed and open circuits with dimensioning diagrams and computation. Head losses in different parts. Performance characteristics of heat exchangers, pumps and fans with performance diagrams. Forms of heat transfer and heat loss calculations in the case of a flat surface and pipe. Determination of heat transfer coefficient.

Prerequisites (course unit)

Orientation of Engineering and
Tools for Building Services modules or equivalent

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

The student recognizes the basic concepts of heat transfer and fluid dynamics. The student is able to make simple flow and temperature calculations

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

The student is able to apply the concepts of heat transfer and fluid dynamics to practical HVAC problems. The student is able to make applied flow calculations.

Assessment criteria, excellent (5) (course unit)

Students master the concepts and calculation principles of heat transfer and fluid dynamics. The student can also apply them in different HVAC technical problems and calculations.

Assessment scale

0-5

Objectives (course unit)

The student is able to
-describe a system of building services by the physical state variables and the relationships between them
-model the vibrational properties of a device and transmission and attenuation of sound in the air and solid structures
The student know the effect of the volume and materials to the acoustic properties of space

Content (course unit)

State variables, state changes, cyclic processes, heat pumps, vibration and damping, resonance, vibration transmittance in structures, sound as a wave motion, acoustics and building acoustics

Prerequisites (course unit)

Mechanics or equivalent, Fluid Mechanics and Thermophysics

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

Student is able to use quantities, units and equations in thermodynamics, fluid mechanics and in sound and wave motion. Student is able to solve problems which resemble those given as examples during the course or student needs guidance in problem solving. Student is able to evaluate the correctness of his/her solution.

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

In addition to previous, student is able to utilize laws of thermodynamics, fluid mechanics and sound and wave motion to solve new problems, which doesn't resemble examples given during the course.

Assessment criteria, excellent (5) (course unit)

In addition to previous, student is able to justify the solutions exactly. Student is able to utilize the learned knowledge and skills to more challenging problems and analyze the correctness of the solution.

Assessment scale

0-5

Objectives (course unit)

The student is able to
-describe a system of building services by the physical state variables and the relationships between them
-model the vibrational properties of a device and transmission and attenuation of sound in the air and solid structures
The student know the effect of the volume and materials to the acoustic properties of space

Content (course unit)

State variables, state changes, cyclic processes, heat pumps, vibration and damping, resonance, vibration transmittance in structures, sound as a wave motion, acoustics and building acoustics

Prerequisites (course unit)

Mechanics or equivalent, Fluid Mechanics and Thermophysics

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

Student is able to use quantities, units and equations in thermodynamics, fluid mechanics and in sound and wave motion. Student is able to solve problems which resemble those given as examples during the course or student needs guidance in problem solving. Student is able to evaluate the correctness of his/her solution.

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

In addition to previous, student is able to utilize laws of thermodynamics, fluid mechanics and sound and wave motion to solve new problems, which doesn't resemble examples given during the course.

Assessment criteria, excellent (5) (course unit)

In addition to previous, student is able to justify the solutions exactly. Student is able to utilize the learned knowledge and skills to more challenging problems and analyze the correctness of the solution.

Assessment scale

0-5

Objectives (course unit)

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

Content (course unit)

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

Prerequisites (course unit)

Documentation of HVAC systems 1 (5T00BD21)

Assessment scale

0-5

Objectives (course unit)

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

Content (course unit)

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

Prerequisites (course unit)

Building Services Engineering Solutions for A Detached House module

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

The student
- uses different ways of learning and knows how to use them when learning independently and in groups
- is able to determine the need for information, evaluate and apply information and knows how to search for information from various sources.
- knows how to communicate appropriately in the various working life situations
- takes into account the recipient’s situation and requirements in the field and knows how to communicate in a structured, understandable an effective way.
- develops his/her communication skills as part of professional development.
- is able to write documents, reports and accounts

Content (course unit)

The learning process and critical reading skills. Learning environments and sources of information. Evaluation and development of own learning.
Illustrations, use of voice, body language. Contents and structure of speeches. Feedback and evaluation. Speeches in various occasions and effective speaking. Basics of group work and negotiations. Writing technical documents, standards, basics of report writing, memos, job application, informing, business correspondence.

Further information (course unit)

You need to be able to speak Finnish to attend this course.

Assessment scale

0-5

Objectives (course unit)

Students
- know how to act in working life communication situations (e.g. telephone and e-mail communication)
- know the basic business terminology and can give a presentation of a chosen company
- know the most important vocabulary of their field of study

Content (course unit)

• working life communication situations
• business life English
• terminology of the students’ own field of study
• grammar as required

Prerequisites (course unit)

Basic language studies in English completed or equivalent skills

Further information (course unit)

Approved skills test or corresponding course at another university of applied sciences.
Sufficient skills in Finnish.
Mandatory participation on 80% of the classes.

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

Student
• copes with simple conversational situations, also related to companies in his field
• reacts to what the interlocutor says most often in a comprehensible manner
• is aware, to some extent, of the style requirements set by different types of texts
• writes clearly in outline
• understands the main points of normal-paced speech in a familiar context, when the message is repeated if necessary
• pronounces intelligibly most of the time
• finds the information the student is looking for in texts that deal with familiar topics
• uses the basic vocabulary of the field so that the essential message is conveyed
• uses simple basic grammar structures
• uses available aids, e.g. online dictionaries

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

Student
• discusses both general topics and topics related to his field and its companies quite fluently
• reacts to what his interlocutor says mostly appropriately
• mostly communicates in the style required by the situation
• writes fairly fluently and clearly
• understands people speaking with different accents when the topic is familiar
• pronounces quite naturally and clearly
• understands the main points and most details of the text read
• can, if necessary, express the matter in other words
• understands and uses the vocabulary of the field quite accurately
• knows how to use different sources and dictionaries
• uses structures mostly correctly and corrects mistakes in language if they have led to misunderstandings

Assessment criteria, excellent (5) (course unit)

Student
• fluently discusses both general topics and topics related to his professional field and its companies
• reacts quickly and appropriately to what the interlocutor says
• communicates in the style required by the situation
• writes fluently and appropriately with almost no grammatical errors
• understands relatively easily also people who speak with different accents
• pronounces naturally and clearly
• understands both the main points and the details of a demanding professional text and is able to apply what he has read
• explains in other words and makes up for gaps in vocabulary discreetly
• understands and uses skillfully and precisely the vocabulary of the field as well as the terminology of the student's own specialty
• usually finds different sources using appropriate words and expressions
• uses versatile grammatical structures and manages them almost flawlessly

Assessment scale

0-5

Objectives (course unit)

Students
- know how to act in working life communication situations (e.g. telephone and e-mail communication)
- know the basic business terminology and can give a presentation of a chosen company
- know the most important vocabulary of their field of study

Content (course unit)

• working life communication situations
• business life English
• terminology of the students’ own field of study
• grammar as required

Prerequisites (course unit)

Basic language studies in English completed or equivalent skills

Further information (course unit)

Approved skills test or corresponding course at another university of applied sciences.
Sufficient skills in Finnish.
Mandatory participation on 80% of the classes.

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

Student
• copes with simple conversational situations, also related to companies in his field
• reacts to what the interlocutor says most often in a comprehensible manner
• is aware, to some extent, of the style requirements set by different types of texts
• writes clearly in outline
• understands the main points of normal-paced speech in a familiar context, when the message is repeated if necessary
• pronounces intelligibly most of the time
• finds the information the student is looking for in texts that deal with familiar topics
• uses the basic vocabulary of the field so that the essential message is conveyed
• uses simple basic grammar structures
• uses available aids, e.g. online dictionaries

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

Student
• discusses both general topics and topics related to his field and its companies quite fluently
• reacts to what his interlocutor says mostly appropriately
• mostly communicates in the style required by the situation
• writes fairly fluently and clearly
• understands people speaking with different accents when the topic is familiar
• pronounces quite naturally and clearly
• understands the main points and most details of the text read
• can, if necessary, express the matter in other words
• understands and uses the vocabulary of the field quite accurately
• knows how to use different sources and dictionaries
• uses structures mostly correctly and corrects mistakes in language if they have led to misunderstandings

Assessment criteria, excellent (5) (course unit)

Student
• fluently discusses both general topics and topics related to his professional field and its companies
• reacts quickly and appropriately to what the interlocutor says
• communicates in the style required by the situation
• writes fluently and appropriately with almost no grammatical errors
• understands relatively easily also people who speak with different accents
• pronounces naturally and clearly
• understands both the main points and the details of a demanding professional text and is able to apply what he has read
• explains in other words and makes up for gaps in vocabulary discreetly
• understands and uses skillfully and precisely the vocabulary of the field as well as the terminology of the student's own specialty
• usually finds different sources using appropriate words and expressions
• uses versatile grammatical structures and manages them almost flawlessly

Assessment scale

0-5

Objectives (course unit)

556/5000
The student can
- describe the importance of entrepreneurship in the economy, including as a means of self-employment
- set up a business
- to define the basis of the cash and real-money process and the key areas of activity of a building technology company;
- give their own reasoned opinion on corporate social responsibility
- describe in a structured way the impact of the national economy as a whole and its components, in particular as part of the European Union
- sell and market ideas and products
- can innovate and perceive the importance of product development

Content (course unit)

Basic Entrepreneurship Information: Forms of Business, Starting and Leaving a Company, Purchasing Services. Financial Management: Accounting, Contract, Accounting, Project Accounting, Financial Statements,
investment calculations, budgeting, marketing. Economic Units and Economic Circulation, Public Finances, Economic Policy, Economic Problems, EU and International Economy.

Prerequisites (course unit)

Building Solutions in Residential Building - Study Unit
Structures and construction

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

The student has sufficiently achieved the objectives of the course. The student recognizes, is able to define and use concepts and models in the subject area of the course.

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

The student has achieved the objectives of the course well, although there is still room for improvement in knowledge and skills. The student is able to define concepts and models of the course unit well and is able to make well-grounded analysis. Students have the skills to apply what they have learned.

Assessment criteria, excellent (5) (course unit)

The student has achieved the objectives of the course in an excellent way. The student has a good command of the concepts and models of the course topic. The student is able to analyze fluently and reasonably. Students are well prepared to apply what they have learned.

Assessment scale

0-5

Objectives (course unit)

The student is able to

- recognise the significance of real estates and built environments in energy use, efficiency as well as the possibilities for energy production
-knows how to find out about the national and international legislation concerning construction and recongnises how it guides the use of energy
- Describe the factors affecting the energy economy of buildings as well as the related challenges. Is able to produce a typical energy statement.
- Recognises the use of renewable energy sources as an alternative for real estates. Is able to make technical and economical comparisons between different solutions.
- Knows of the environmental administration and its practices
- Describe the significance of sustainable development and environmental concerns in constructions as well as the principles of life cycle economy in construction
- Create life cycle assessments and life cycle cost analyses

Content (course unit)

Energy services for built environments, the use of energy in Finland and its environmental impact. The regulations and guidelines concerning energy efficiency. Calculating the energy balance of a building. Energy efficiency requirements. The principles and practices of energy surveys. Healthy buildings, indoor air conditions and use of energy. The use of wind power, solar power and other renewable sources of energy in buildings. The goals of lifecycle assessments. The constituents of lifecycle costs and their assessment. The phases and tools for LCC and LCA.

Prerequisites (course unit)

Basic mathematical skills.
We recommend the course JOHDATUS ENERGIAJÄRJESTELMÄÄN or the 1st and 2nd year studies in Building Services Engineering or similar.

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

The student is able to explain the basics of the Finnish and EU energy systems and policies, as well as regulation. He is aware of the use and maintenance markings for the building's energy consumption. The student is able to compile an energy balance, but the calculations are incomplete.
He / she can name some of the potentials for energy efficiency as well as for renewable energy. The student is able to describe the life cycle costs and environmental impacts of building technology and to use basic equations related to life cycle costing.

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

The student will be able to explain the characteristics of the Finnish and European energy systems and the future development challenges and regulations. They are able to evaluate the importance of operation and maintenance for the energy consumption of a building. The student is able to make energy balance and related calculations and to identify energy efficiency and renewable energy utilization possibilities and to make related calculations. The student is able to apply factors related to the life cycle costs and environmental impacts of building technology. The student is able to use basic equations related to life-cycle costing and to combine them taking into account the systems of building systems.

Assessment criteria, excellent (5) (course unit)

The student is able to apply knowledge of the characteristics of the Finnish and European energy systems, future development challenges and regulations. They are able to comprehensively assess the importance of operation and maintenance for the energy consumption of a building. The student is able to make energy balance and related calculations and to propose energy efficiency and renewable energy use options and to make demanding calculations related to them. The student is able to apply comprehensively factors related to the life cycle costs and environmental impact of building technology. The student is able to apply basic equations related to life cycle costing and combine them taking into account the complexities and cost effects of building systems.

Assessment scale

0-5

Objectives (course unit)

The student is able to

- recognise the significance of real estates and built environments in energy use, efficiency as well as the possibilities for energy production
-knows how to find out about the national and international legislation concerning construction and recongnises how it guides the use of energy
- Describe the factors affecting the energy economy of buildings as well as the related challenges. Is able to produce a typical energy statement.
- Recognises the use of renewable energy sources as an alternative for real estates. Is able to make technical and economical comparisons between different solutions.
- Knows of the environmental administration and its practices
- Describe the significance of sustainable development and environmental concerns in constructions as well as the principles of life cycle economy in construction
- Create life cycle assessments and life cycle cost analyses

Content (course unit)

Energy services for built environments, the use of energy in Finland and its environmental impact. The regulations and guidelines concerning energy efficiency. Calculating the energy balance of a building. Energy efficiency requirements. The principles and practices of energy surveys. Healthy buildings, indoor air conditions and use of energy. The use of wind power, solar power and other renewable sources of energy in buildings. The goals of lifecycle assessments. The constituents of lifecycle costs and their assessment. The phases and tools for LCC and LCA.

Prerequisites (course unit)

Basic mathematical skills.
We recommend the course JOHDATUS ENERGIAJÄRJESTELMÄÄN or the 1st and 2nd year studies in Building Services Engineering or similar.

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

The student is able to explain the basics of the Finnish and EU energy systems and policies, as well as regulation. He is aware of the use and maintenance markings for the building's energy consumption. The student is able to compile an energy balance, but the calculations are incomplete.
He / she can name some of the potentials for energy efficiency as well as for renewable energy. The student is able to describe the life cycle costs and environmental impacts of building technology and to use basic equations related to life cycle costing.

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

The student will be able to explain the characteristics of the Finnish and European energy systems and the future development challenges and regulations. They are able to evaluate the importance of operation and maintenance for the energy consumption of a building. The student is able to make energy balance and related calculations and to identify energy efficiency and renewable energy utilization possibilities and to make related calculations. The student is able to apply factors related to the life cycle costs and environmental impacts of building technology. The student is able to use basic equations related to life-cycle costing and to combine them taking into account the systems of building systems.

Assessment criteria, excellent (5) (course unit)

The student is able to apply knowledge of the characteristics of the Finnish and European energy systems, future development challenges and regulations. They are able to comprehensively assess the importance of operation and maintenance for the energy consumption of a building. The student is able to make energy balance and related calculations and to propose energy efficiency and renewable energy use options and to make demanding calculations related to them. The student is able to apply comprehensively factors related to the life cycle costs and environmental impact of building technology. The student is able to apply basic equations related to life cycle costing and combine them taking into account the complexities and cost effects of building systems.

Assessment scale

0-5

Objectives (course unit)

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

Content (course unit)

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

Prerequisites (course unit)

Orientation and Coaching for Practical Training

Assessment criteria, pass/fail (course unit)

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

Assessment scale

0-5

Objectives (course unit)

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

Content (course unit)

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

Prerequisites (course unit)

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

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

Student understands the basic concepts of integration and is able to solve simple applications that are similar to the model problems solved during the course. Student is also familiar to solution methods of simple differential equations. Justification of solutions and using mathematical concepts may still be somewhat vague. Student takes care of his/her own studies and can cope with exercises with some help from the group.

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

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

Content (course unit)

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

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

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

Content (course unit)

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

Prerequisites (course unit)

Basic skills of Heat Transfer and Electrical Engineering

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Assessment scale

0-5

Objectives (course unit)

Student is able to
- make a measurement task under supervision
- make a data sheet under supervision
- calculate the results of the measurement task
- make a graph representing the results
- make an appropriate error analysis
- draw up a report in accordance with standards

Content (course unit)

Measurements in students own field of technology.
Calculations of the results including linear regression. Drawing up reports about the measuring tasks.

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

Student has completed all required learning tasks. Reports have small errors or are incomplete in some way. Reports don't fully follow the given reporting guidelines.

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

The errors in reports are sparse. Student is able to supplement text with images, tables and equations. Student is able to present the final result correctly with calculated uncertainty. The text is mostly faultless. The reports follow the given reporting guidelines.

Assessment criteria, excellent (5) (course unit)

The reports follow the given reporting guidelines and student show deeper understanding in the reports. Student can reflect the quality of the measurements and final results. Student is able to relate the topics of the laboratory measurements to his/her own engineering field.

Assessment criteria, pass/fail (course unit)

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

Assessment scale

0-5

Objectives (course unit)

The aim is to further develop the written and spoken competence in English needed in the working life as an engineer.

The students have a good command of the special terms in their particular field and are able to read technical texts. They know the job application process in English. The students gain experience of negotiating in English. They know how to give an effective professional presentation and how to write reports.

Content (course unit)

Terms needed in engineering. Meetings and negotiations. Presenting a technical process or product. CV, job application and job interview. Grammar and intercultural communication if necessary.

Prerequisites (course unit)

Working English for Engineers or equivalent

Further information (course unit)

The students have passed the course when they have been present to 80% of the classes, completed the agreed tasks and taken part in the exam.

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

The student completes the tasks.
The student is able to
- enter unprepared into conversation on topics that are familiar, of personal interest or pertinent to everyday life (e.g. family, hobbies, work, travel and current events).
- briefly give reasons and explanations for opinions and plans.
- write simple connected text on topics which are familiar or of personal interest. I can write personal letters describing experiences and impressions

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

The student is able to
- interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible.
- take an active part in discussion in familiar contexts
- present clear, detailed descriptions on a wide range of subjects.
- explain a viewpoint on a topical issue giving the advantages and disadvantages of various options.
- write clear, detailed text on a wide range of subjects as well as abstracts of material related to one's own field

Assessment criteria, excellent (5) (course unit)

The student:
- can express him/herself fluently and spontaneously without much obvious searching for expressions.
- is able to use language flexibly and effectively for social and professional purposes
- is able to formulate ideas and opinions with precision and relate his/her contribution skillfully to those of other speakers.
- can present clear, detailed descriptions of complex subjects integrating sub-themes, developing particular points and rounding off with an appropriate conclusion
- can express him/herself in clear, well-structured text, expressing points of view at some length.
- can write about complex subjects in a letter, an essay or a report, underlining what I consider to be the salient issues
- can select a style appropriate to the reader in mind

Location and time

See your electronic calendar

Exam schedules

Will be discussed at the beginning of the course

Assessment methods and criteria

The evaluation of the course is based on several mandatory course assignments. The assignments will be intoroduced on the first lesson.

Students should attend at least 80 % of lessons and do at least 60% of the homework. Active participation on the lessons and submitting homework may affect the grade especially in borderline cases.

Assessment scale

0-5

Teaching methods

Lessons, independent study, pair work, group work

Learning materials

Will be published in Moodle

Student workload

3 x 27h

Content scheduling

- Applying for a job
- Professional texts
- Group work

Completion alternatives

Will be introduced at the beginning of the course

Objectives (course unit)

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

Content (course unit)

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

Prerequisites (course unit)

Mechanics, fluid mechanics and thermophysics.

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

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

Content (course unit)

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

Prerequisites (course unit)

Basics of Measuring and Reporting

Further information (course unit)

Alternative ways for project learning implementations

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment criteria, pass/fail (course unit)

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

Assessment scale

0-5

Objectives (course unit)

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

Content (course unit)

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

Prerequisites (course unit)

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

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

Students
- know how to act in working life communication situations (e.g. telephone and e-mail communication)
- know the basic business terminology and can give a presentation of a chosen company
- know the most important vocabulary of their field of study

Content (course unit)

• working life communication situations
• business life English
• terminology of the students’ own field of study
• grammar as required

Prerequisites (course unit)

Basic language studies in English completed or equivalent skills

Further information (course unit)

Approved skills test or corresponding course at another university of applied sciences.
Sufficient skills in Finnish.
Mandatory participation on 80% of the classes.

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

Student
• copes with simple conversational situations, also related to companies in his field
• reacts to what the interlocutor says most often in a comprehensible manner
• is aware, to some extent, of the style requirements set by different types of texts
• writes clearly in outline
• understands the main points of normal-paced speech in a familiar context, when the message is repeated if necessary
• pronounces intelligibly most of the time
• finds the information the student is looking for in texts that deal with familiar topics
• uses the basic vocabulary of the field so that the essential message is conveyed
• uses simple basic grammar structures
• uses available aids, e.g. online dictionaries

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

Student
• discusses both general topics and topics related to his field and its companies quite fluently
• reacts to what his interlocutor says mostly appropriately
• mostly communicates in the style required by the situation
• writes fairly fluently and clearly
• understands people speaking with different accents when the topic is familiar
• pronounces quite naturally and clearly
• understands the main points and most details of the text read
• can, if necessary, express the matter in other words
• understands and uses the vocabulary of the field quite accurately
• knows how to use different sources and dictionaries
• uses structures mostly correctly and corrects mistakes in language if they have led to misunderstandings

Assessment criteria, excellent (5) (course unit)

Student
• fluently discusses both general topics and topics related to his professional field and its companies
• reacts quickly and appropriately to what the interlocutor says
• communicates in the style required by the situation
• writes fluently and appropriately with almost no grammatical errors
• understands relatively easily also people who speak with different accents
• pronounces naturally and clearly
• understands both the main points and the details of a demanding professional text and is able to apply what he has read
• explains in other words and makes up for gaps in vocabulary discreetly
• understands and uses skillfully and precisely the vocabulary of the field as well as the terminology of the student's own specialty
• usually finds different sources using appropriate words and expressions
• uses versatile grammatical structures and manages them almost flawlessly

Assessment scale

0-5

Objectives (course unit)

The student is aware of the topics in the area of Building Services nationally and internationally. The student is able to take a stand of these issues with arguments and criticality.

Content (course unit)

New innovations and new practices in Building Services Engineering compering with the currently used. Daily topics and future scenarios. Actual Research and Development in Building Services.

Prerequisites (course unit)

The courses of 3rd year of TUAS Building Services Program

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

Orientation of the Student in topics of Building Services is only trivial. Student is able to point out some facts and opinions about the future scenarios of the industry but the personal analysis and synthesis is narrow.

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

Student is well aware of the topics of Building Services and is able to make analysis with source criticism. Student is able to debate about the development of the industry based on the material and literature that has been distributed during the course.

Assessment criteria, excellent (5) (course unit)

Student is well aware of the national and global development scenarios in the industry of building services and construction engineering. Student is able to analyze the material critically and to present own, well-grounded views and opinions. Student is able to produce articles that may be published in the professional media of the Student’s branch of industry.

Assessment scale

0-5

Objectives (course unit)

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

Content (course unit)

Connection methods for different materials. Supervision of installation and connections. Supporting pipes and ducts. Penetrations and seals for fire compartments. Selection and installation of insulation. Cruise review of plans and project management. Site safety and ergonomics. Organization of contract procurement. Handover checks.

Prerequisites (course unit)

Building Services Engineering Solutions for Detached House

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

The student is able to describe the working methods of the most common HVAC installations. The student is able to make the necessary procurement plans based on the contract calculations. The student is able to outline the content of the inspections to be carried out during the handover phase of a building.

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

The student comprehensively recognizes various HVAC installation methods and is able to determine the timing of different stages of the work as part of the construction contract. The student is able to procurement plan for the purchase of HVAC technology. The student demonstrates knowledge of the contents of the buildings inspection in the handover phase and outlines their need for time and the resources needed.

Assessment criteria, excellent (5) (course unit)

The student is able to choose and schedule installation and working methods as part of a construction contract. The student is able to draw up a HVAC technology procurement plan, taking into account delivery times, and integrates the procurement with site scheduling and overall management. The student is able to plan and schedule the functions of the HVAC handover phase.

Assessment scale

0-5

Objectives (course unit)

The student is able to
- describe the different phases of designing building services as well as the principles of documenting the process
- work in a professional project
- create the necessary HVAC design documents for a particular site
- cooperate with the other designers

Content (course unit)

Managing and scheduling a design project.
Documentation of planning and realisation of HVAC systems for a non-residential building. Working as a member of a project team, acquiring and passing on information at the right time. Integration of plans. Building services engineering task list.
Planning project flow diagram, documenting needs and initial information, list of documents, contents of drafts and realisation plans, permission procedures, cost-conscious selection of systems and devices.

Prerequisites (course unit)

HVAC applications in Non-residential Buildings (13I252-1014) study unit

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

The designing assignment is handed over completely but there are such a mistakes in the documents, that would lead into insufficient content of purchases or systems that are not working correctly. The progression of the project process has been insufficient.

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

All documents handed over are well done and according to the assignment. Documents are sufficient for purchasing building services systems and systems are designed correctly. Project has progressed smoothly in the schedule.

Assessment criteria, excellent (5) (course unit)

Student is able to demonstrate the purchases required for the systems and correctly working systems in the documents handed over. Systems designed by the student have features that points out Student’s personal talents. Student is able to deal Building services systems as a solid wholeness. The progression of the process has been smooth, organized and in the schedule.

Assessment scale

0-5

Objectives (course unit)

The student is able to
- describe the operating principles of the most common HVAC processes
- define the field devices needed for the process and determine the relationship between the processes and the field devices
- explain the basic characteristics of dynamic processes (gain, time constant, delay) and their importance for control
- the student is able to perform a step response test for a simple process and tune the PI controller by some known method

Content (course unit)

Heat distribution process automation, ventilation unit automation, room control and airflow control, control theory.

Prerequisites (course unit)

Building Automation and HVAC (5T00BE18)

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

The student is able to describe the significance of a building automation system as a part of building technology and to identify the equipment used in a building automation system and interpret documents related to the system. The student is able to make a simple HVAC process control diagram.

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

The student is able to create a control diagram and description of the conventional HVAC process and describe the structure and equipment of the building automation system required by it. The student is able to create documents related to building automation system according to the design instructions. The student understands the importance of process gain and time constant .

Assessment criteria, excellent (5) (course unit)

The student is able to apply the topics covered and take into account the purpose of the premises and the objectives set for them when defining the activities related to the process. The student is able to utilize the opportunities offered by the systems and apply them to achieve the set goals. The student is able to tune the PI controller.

Assessment scale

0-5

Objectives (course unit)

The student is able to
-describe the needs and benefits of measurement
- report and evaluate measurements
- work safely in the laboratory and at building sites
- analyse the measurement of various HVAC systems as a whole and present the results as a report
-carry out the most common HVAC measurements being aware of the risks and environmental factors and evaluate the accuracy of the results
- apply different measurement systems to find out properties, basic information and needs
- estimate the margin of error and make use of measuring standards

Content (course unit)

The benefits and reasons for measuring. Basic measurements in HVAC e.g. temperature, flow rate, pressure, sound, indoor air quality, stream and air flow. Evaluating the validity of the results. Safety distance. Safe procedures in laboratories and constructions sites. Using standards and measuring guidelines in systematic measuring. Project work. Visits to sites together with electrical and construction engineering students.

Assessment scale

0-5

Objectives (course unit)

Opiskelija osaa
- kuvailla henkilöstöjohtamisen keskeiset periaatteet, työpsykologian keskeiset käsitteet sekä kansainvälisen ympäristön eri työkulttuuri eroavaisuudet
- tunnistaa henkilöstön osaamisen, hyvinvoinnin ja toiminnan tuloksen välisen yhteyden
- selvittää oman toimialansa työlainsäädännön keskeisen sisällön, laatia talotekniikka-alojen työntekijän työsopimuksen
- kuvailla henkilöstön rekrytointiprosessin ja irtisanomisprosessin eri vaiheet ja säännökset.
- tunnistaa yrityksen strategiaprosessin ja työkalut sekä strategian merkityksen yrityksen toiminnalle.
- kuvailla erilaisista sopimuskäytäntöjä ja niihin liittyviä velvoitteita erityisesti talonrakennusalalla
- määritellä riskejä ja reagoida muutostilanteeseen

734/5000
The student can
- describe the basic principles of human resource management, the key concepts of work psychology and the differences in the work environment in the international environment
- Recognize the link between staff competence, well-being and performance
- find out the main content of the labor legislation in their respective sectors, draw up a contract for the work of a building technology worker
- describe the different stages and provisions of the recruitment and dismissal processes.
- identify the process and tools of the company's strategy and the importance of the strategy to the company's operations.
- describe the different contractual practices and related obligations, in particular in the field of building construction
- identify risks and react to change

Content (course unit)

Basics and challenges of leadership and management. Personal leadership qualities and their development. Recruitment.
Contracts and documents in construction. Labour market and collective labour agreements, contracts of employment, job descriptions, conditions of employment, indirect labour costs, working hours, termination of an employment contracts. Hiring labour, employing foreign labour.

Prerequisites (course unit)

Enterprise Economics (5T00BE26)

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

The student briefly describes the principles of human resource management. He / she is able to find key employment laws and contracts. They will be able to draw up an employment contract and describe aspects of recruitment.

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

The student can apply the principles of the person management and labour legislation and central agreements. He can analyse the differences of the contracts of employment of the different worker groups of the building services field, can describe the tools of the motivation of the recruiting process and staff of the staff. The student can describe the strategy process. The student identifies the significance of the agreement in the entrepreneurship.

Assessment criteria, excellent (5) (course unit)

The student can describe the principles of the staff management, labour legislation and agreements widely. The student can draw up a development plan to himself as a superior. The student can describe and can adapt comprehensively the strategy process. The student can describe the significance of the agreements and responsibilities to the company

Assessment scale

0-5

Objectives (course unit)

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

Content (course unit)

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

Prerequisites (course unit)

Orientation of Engineering ( and Tools for Building Services or equivalent

Assessment scale

0-5

Objectives (course unit)

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

Content (course unit)

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

Prerequisites (course unit)

Building Services Engineering Solutions for A Detached House module

Assessment scale

0-5

Objectives (course unit)

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

Content (course unit)

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

Prerequisites (course unit)

Heat Transfer and Fluid Dynamics

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

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

Content (course unit)

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

Prerequisites (course unit)

Building Services Engineering Solutions for A Detached House module

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

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

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

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

Assessment criteria, excellent (5) (course unit)

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

Assessment scale

0-5

Objectives (course unit)

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

Content (course unit)

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

Prerequisites (course unit)

Documentation of HVAC systems 1 (5T00BD21)

Assessment scale

0-5