Study Guide

Objective

The student knows the principles of construction theory according to which typical precast concrete buildings are designed and implemented.
The student understands the special characteristics of precast concrete buildings, precast concrete elements and products used in precast concrete construction, and knows how to take them into account in building design tasks.
The student knows how to find out and follow the regulations and instructions related to the construction design of precast concrete buildings, precast concrete elements and products used in precast concrete construction. The student knows how to use architectural publications and other sources typical of the professional field to find out special features, regulations and instructions.
The student can justify and critically evaluate the use of precast concrete elements in architectural expression and design solutions related to products used in precast concrete construction.
The student knows how to make use of his previously accumulated theory and design knowledge.
The student can analyze initial data and form conclusions and develop design solutions from the conclusions.
The student knows how to act as an active self-directed learner and a member of a group.
The student is able to critically examine the topics covered in the course from the perspective of aesthetic, technical, functional and ecological sustainability.

Content

Key concepts related to the topic.
Constructional principles of precast concrete buildings.
Key products related to precast concrete construction and their surface treatments, dimensioning principles, installation and joining methods.
Special features of precast concrete and products related to precast concrete construction.
Architecture of precast concrete buildings.
Use of information sources and information search.
Reference and model work.
Critical thinking.
Teamwork.

Prerequisites

Completed: all previous courses in the project, material and construction theory of the Construction Architecture degree program.

Assessment criteria, satisfactory (1)

The student masters the content of the course and satisfactorily achieves the Competence Objectives of the course.
The student understands the basics of the subject only a little. The material produced by the student gives the impression that the student has internalized the contents of the course only to a small extent. The descriptions of the theoretical solution models are inconsistent and the justifications fumble. There are significant shortcomings in combining theoretical information with practical building design.
The student has made little use of guidance and lectures. The quality of the material prepared by the student is satisfactory. There are significant deficiencies in the management of theoretical knowledge.
The student takes responsibility for his own learning only to a small extent. He looks at and evaluates things only from his own point of view. The student's attitude is passive.
The student has a lot of absences.

Assessment criteria, good (3)

The student understands the basics of the subject of the course and knows how to combine the theoretical knowledge he has learned with practical building design work. He can consistently justify the reasons and consequences of the choices made in the materials he produces. The descriptions of the theoretical solution models are in accordance with the instructions.
The student has utilized guidance and developed the material he produced based on the feedback he received. Work progresses consistently during the Study Course and activity in lectures and assignments is good.
The student takes responsibility and commits not only to his own activities but also to the activities of the group.
The student knows how to give and receive feedback actively and constructively. He examines and evaluates things from both his own and the local community's point of view.
The student has very few absences.

Assessment criteria, excellent (5)

The student masters the content of the course and achieves the Competence Objectives commendably.
The student has a commendable understanding of the issues discussed in the Study Course and knows how to combine the theoretical knowledge he has learned in a versatile and insightful manner with practical work. The student can competently describe and justify the reasons and consequences of the choices made in the material they produce. The material prepared by the student is in accordance with the guidelines and of a high standard.
The student has participated actively and constructively in the teaching. He has actively utilized guidance and developed the material he has produced based on the feedback he has received.
The student knows how to cooperate in a responsible, flexible, committed and constructive way. He develops both his own and the group's interaction.
The student systematically uses the feedback as a tool for his own and his community's professional growth. He examines and evaluates himself as well as the community or work group in which he works in his professional field.
The student has no absences.

Assessment criteria, approved/failed

The student masters the content of the course and satisfactorily achieves the Competence Objectives of the course.
The student understands the basics of the subject only a little. The material produced by the student gives the impression that the student has internalized the contents of the course only to a small extent. The descriptions of the theoretical solution models are inconsistent and the justifications fumble. There are significant shortcomings in combining theoretical information with practical building design.
The student has made little use of guidance and lectures. The quality of the material prepared by the student is satisfactory. There are significant deficiencies in the management of theoretical knowledge.
The student takes responsibility for his own learning only to a small extent. He looks at and evaluates things only from his own point of view. The student's attitude is passive.
The student has a lot of absences.

Further information

The starting point is participation and thus learning.
The student has a role as an investigative learner.
Participation in face-to-face teaching and the return of the exercises according to the schedule are the evaluation criteria.