Study Guide

Learning outcomes

Students are be able to
- compare and choose materials for a model
- demonstrate a command of three-dimensional sketching
- independently use appropriate modelling tools and equipment in an assignment.

Assessment scale

1-5

Failed (0)

- Repeated absences from lessons and teaching situations without informing the teacher

- Poor knowledge of the professional knowledge and skills relevant to the course

- Absence of key course assignments

Assessment criteria: level 1 (assessment scale 1–5)

- Ability to work according to instructions
- Can generate ideas for the implementation of the assignment
- Can identify and describe the main methods of the course in a guided manner
- Participates in a guided learning discussion
- Can search for professional information in his/her field

Assessment criteria: level 3 (assessment scale 1–5)

- Is able to apply a wide range of options to his/her working process
- Can implement assignments in a guided and independent manner on the basis of their ideas and develop them on the basis of feedback
- Can independently identify and compare the methods used
- Can assess and justify competence and set objectives for development in terms of content and/or technology
- Able to follow and describe the professional debate in his/her field

Assessment criteria: level 5 (assessment scale 1–5)

- Can apply and develop a variety of options in their working process
- Can use what they have learned in a planned and creative way when carrying out assignments and apply feedback received
- Can apply the methods used and analyse their relationship to the task
- Able to assess, develop and extend content and/or technical competences
- Able to participate in professional debates in his/her field

Learning outcomes

Students are be able to
- compare and choose materials for a model
- demonstrate a command of three-dimensional sketching
- independently use appropriate modelling tools and equipment in an assignment.

Timing and attendance

Completion of the course:
1. Active attendance at the course 80%. The first time, theory teaching, in which case attendance is mandatory.
2. Completing assigned tasks with approval and returning them in the agreed schedule
3. Presenting own tasks and participating in criticism
4. Course evaluation framework

If you are unable to complete the things required in the course in the given schedule, a replacement schedule and tasks must be agreed with the teacher

Learning material and recommended literature

Lectures, exercises,

Alternative completion methods

If you are unable to complete the things required in the course in the schedu givenle, a replacement schedule and tasks must be agreed with the teacher

Learning environment

theory class, workshop environments

Student time use and work load

5 credits, 5x27 hours = 135 hours of work, of which approx. 10 days of classroom teaching and the rest of the student's independent work.

Additional information for students: previous knowledge etc.

Passed metal and wood workshop driver's license course.

Assessment criteria

Evaluation framework

" The evaluation consists of the high-quality final result of the main task of the implementation and the achievement of the intermediate goals of the project.
In addition, assessment consists of active participation, process management, internalization and application of basic terminology and basic principles. "

Assessment scale

1-5

Failed (0)

Rejected (0)
Unexplained absences. Learning assignments not returned.

Assessment criteria: level 1 (assessment scale 1–5)

Evaluation criteria - level 1

The student identifies the most important production processes of metal and wood products - produces plans for simple metal and wood products, for which he knows how to define the right type of production process.
The student identifies the materials used in model building and identifies the equipment and tools needed for model building.
The designed product performs its task sparingly and has a familiar shape.
The design of the product and the work trace of the product as well as the process management are groping and self-driven. Can act appropriately under guidance. The product works as intended.

Assessment criteria: level 3 (assessment scale 1–5)

Evaluation criteria - level 3

The student knows how to compare different production processes - produces plans for different metal and wood products, for which he knows how to search for alternative production processes. (the product fulfills the assignment, but does not stack or the product is clearly large for reasonable transport)
The student knows how to compare materials used in model building and identify and use the equipment and tools needed for model building.
The work trace of the product and the management of the process is appropriate. The product has novelty value and is suitable for the purpose of use.

Assessment criteria: level 5 (assessment scale 1–5)

Evaluation criteria - level 5

The student can - compare and choose the most suitable production process model for a design assignment - tell in detail about production properties and take them into account in product design - produce a lot of plans for various metal and wood products.
The student knows how to compare and choose materials used in model building, and independently identify and use the equipment and tools needed for model building.
The work footprint, finishing and process management of the product is of a high standard and in line with the goals. The output is functional, innovative and has novelty value.

Learning outcomes

Students are be able to
- compare and choose materials for a model
- demonstrate a command of three-dimensional sketching
- independently use appropriate modelling tools and equipment in an assignment.

Assessment scale

1-5

Learning outcomes

Students are be able to
- compare and choose materials for a model
- demonstrate a command of three-dimensional sketching
- independently use appropriate modelling tools and equipment in an assignment.

Assessment scale

1-5

Learning outcomes

Students are be able to
- compare and choose materials for a model
- demonstrate a command of three-dimensional sketching
- independently use appropriate modelling tools and equipment in an assignment.

Timing and attendance

Completion of the course:
1. Active attendance at the course 80%. The first time, theory teaching, in which case attendance is mandatory.
2. Completing assigned tasks with approval and returning them in the agreed schedule
3. Presenting own tasks and participating in criticism
4. Course evaluation framework

If you are unable to complete the things required in the course in the given schedule, a replacement schedule and tasks must be agreed with the teacher

Learning material and recommended literature

Lectures, exercises,

Alternative completion methods

If you are unable to complete the things required in the course in the schedu givenle, a replacement schedule and tasks must be agreed with the teacher

Learning environment

theory class, workshop environments

Student time use and work load

5 credits, 5x27 hours = 135 hours of work, of which approx. 10 days of classroom teaching and the rest of the student's independent work.

Additional information for students: previous knowledge etc.

Passed metal and wood workshop driver's license course.

Assessment criteria

Evaluation framework

" The evaluation consists of the high-quality final result of the main task of the implementation and the achievement of the intermediate goals of the project.
In addition, assessment consists of active participation, process management, internalization and application of basic terminology and basic principles. "

Assessment scale

1-5

Failed (0)

Rejected (0)
Unexplained absences. Learning assignments not returned.

Assessment criteria: level 1 (assessment scale 1–5)

Evaluation criteria - level 1

The student identifies the most important production processes of metal and wood products - produces plans for simple metal and wood products, for which he knows how to define the right type of production process.
The student identifies the materials used in model building and identifies the equipment and tools needed for model building.
The designed product performs its task sparingly and has a familiar shape.
The design of the product and the work trace of the product as well as the process management are groping and self-driven. Can act appropriately under guidance. The product works as intended.

Assessment criteria: level 3 (assessment scale 1–5)

Evaluation criteria - level 3

The student knows how to compare different production processes - produces plans for different metal and wood products, for which he knows how to search for alternative production processes. (the product fulfills the assignment, but does not stack or the product is clearly large for reasonable transport)
The student knows how to compare materials used in model building and identify and use the equipment and tools needed for model building.
The work trace of the product and the management of the process is appropriate. The product has novelty value and is suitable for the purpose of use.

Assessment criteria: level 5 (assessment scale 1–5)

Evaluation criteria - level 5

The student can - compare and choose the most suitable production process model for a design assignment - tell in detail about production properties and take them into account in product design - produce a lot of plans for various metal and wood products.
The student knows how to compare and choose materials used in model building, and independently identify and use the equipment and tools needed for model building.
The work footprint, finishing and process management of the product is of a high standard and in line with the goals. The output is functional, innovative and has novelty value.

Learning outcomes

Students are be able to
- compare and choose materials for a model
- demonstrate a command of three-dimensional sketching
- independently use appropriate modelling tools and equipment in an assignment.

Assessment scale

1-5

Learning outcomes

Students are be able to
- compare and choose materials for a model
- demonstrate a command of three-dimensional sketching
- independently use appropriate modelling tools and equipment in an assignment.

Assessment scale

1-5

Learning outcomes

Students are be able to
- compare and choose materials for a model
- demonstrate a command of three-dimensional sketching
- independently use appropriate modelling tools and equipment in an assignment.

Assessment scale

1-5

Learning outcomes

Students are be able to
- compare and choose materials for a model
- demonstrate a command of three-dimensional sketching
- independently use appropriate modelling tools and equipment in an assignment.

Assessment scale

Approved/Failed

Learning outcomes

Students are be able to
- compare and choose materials for a model
- demonstrate a command of three-dimensional sketching
- independently use appropriate modelling tools and equipment in an assignment.

Assessment scale

Approved/Failed

Learning outcomes

Students are be able to
- compare and choose materials for a model
- demonstrate a command of three-dimensional sketching
- independently use appropriate modelling tools and equipment in an assignment.

Assessment scale

1-5

Learning outcomes

Students are be able to
- compare and choose materials for a model
- demonstrate a command of three-dimensional sketching
- independently use appropriate modelling tools and equipment in an assignment.

Assessment scale

1-5

Learning outcomes

Students are be able to
- compare and choose materials for a model
- demonstrate a command of three-dimensional sketching
- independently use appropriate modelling tools and equipment in an assignment.

Assessment scale

1-5