Study Guide

Objective

- The student will know the principles of papermaking and she/he will know the development stages of the history and process of papermaking
- The student will understand the fibre structure of paper and she/he will know the properties of plant fibre.
- The student will understand the relationship between paper properties and manufacturing methods, and she/he will be able to evaluate paper behaviour and aging properties.
- The student will be able to identify different types of paper and make indicative timings.
- The student will know the chemistry of paper and understand the behavior of paper.
- The student will identify the typical deterioration and aging properties of paper.
- The student will know the internal and external causes for paper deterioration, and she/he will know how to prevent them.
- The student will identifiy damages of paper and she/he will be able to describe and explain them in a conservation documentation.
- The student will be familiar with the terminology of deterioration and how to use it.

Content

- History and manufacture of paper
- Raw materials of paper and paper fibers and pulp
- Paper properties, paper types, and paper products
- Fiber composition and microscopy
- Standards relating to paper and paper products
- Laboratory work
- Chemistry of paper, types of paper and effects of manufacturing processes on aging of paper
- Internal and external causes of deterioration of paper, damages of paper and their identification and documentation
- Writing of condition reports
- Terminology and concepts
- Preventive conservation

Evaluation scale

0-5

Assessment criteria, satisfactory (1)

The student has a lot of absences from the teaching sessions. Activity during the teaching sessions and learning assignments is unsatisfactory. The student should improve her/his group working skills. The student can grasp the basic ideas of the subject, but the problem solving is limited and ability to apply theory to a practical work require development. The student does not work independently and there is a lot of need for teacher’s further guidance. The student has not given a requisite amount of attention for the subject and the learning result is fragmented. The student needs to develop her/his skills and knowledge in many areas.

Assessment criteria, good (3)

The student has taken part to all teaching sessions and learning assignments and the activity during the course is good. The student acts flexibly as a group member. Work progresses consistently during the study period. The student understands the basic ideas of the course and can apply theoretical studies in practical work. The student understands the importance of the things to be learned for the professional field and the related cause and effect relationships. The student’s work has been sufficiently independent, but there is still need for guidance. The student manages the set of tasks and has achieved a good level at her/his skills and knowledge.

Assessment criteria, excellent (5)

The course objectives have been achieved in a competent manner. The student has participated actively and constructively in the teaching and learning assignments. The student has acted as group member encouragingly and strengthening teamwork.The student understands the things taught in the course commendably and can apply what she/he has learned in accordance with the requirements of her/his professional field. The student understands and knows to anticipate the cause-and-effect relationships of the activities related to the matters to her/his professional field.
The student’s work has been sufficiently independent. The student masters the whole subject both in theory and practice. The student has achieved an excellent level in her/his skills and knowledge.

Assessment criteria, approved/failed

The student has a lot of absences from the teaching sessions. Activity during the teaching sessions and learning assignments is unsatisfactory. The student should improve her/his group working skills. The student can grasp the basic ideas of the subject, but the problem solving is limited and ability to apply theory to a practical work require development. The student does not work independently and there is a lot of need for teacher’s further guidance. The student has not given a requisite amount of attention for the subject and the learning result is fragmented. The student needs to develop her/his skills and knowledge in many areas.

Further information

The course is implemented as a project-based learning. The starting point is learning through practical work. Student her-/himself has a role as an investigative learner.