- Details
- Category: Discipline
- [Preencher APELIDO], [Preencher Primeiros Nomes] - [Preencher Título]. [Preencher Edição. Local de publicação :Editor, Ano de publicação. Descrição física. Série. ISBN)] [Preencher APELIDO], [Preencher Primeiros Nomes] - [Preencher Título]. [Preencher Edição. Local de publicação :Editor, Ano de publicação. Descrição física. Série. ISBN)
- Teaching in the 1st Cycle of Basic Education and Mathematics and Natural Sciences in the 2nd Cycle of Basic Education
- 6857
- 9709
- Didactics of Mathematics in the 1st Cycle of Basic Education
- IPLUSO6857-9709
- 1
- 5
- 0
- 4
- Não
- Português
- This curricular unit favours different ways of working - individual, in pairs, in group and in large groups - which contribute to the realization of activities and works of different natures. The teaching is, therefore, organized in theoretical-practical classes. The referred contents are approached and developed in expository processes, which allow the involvement of the students through critical debate. The activities to be performed by each student assume a real involvement in the tasks developed in class, but complemented by individual study and concordance with proposals provided on Moodle and the recommended bibliography.
- Mandatory
- This UC seeks that the students reflect and analyse the curricular orientations and norms for Education, especially for the Teaching of Mathematics in 1º CEB, and know strategies, resources, and didactic instruments. It is defined that students should - Know the curricular guidelines for the 1st CEB, in Mathematics. - Identify and establish connections between Mathematics and the experiences of the child, and between Mathematics and othercomponents of the curriculum: Portuguese, Environmental Studies, Artistic Education, Physical Education, and English. - To know and critically analyse active learning methodologies and strategies - project-based, problem-based, flipped classroom, peerlearning and gamification. - To plan strategies and activities in the Mathematics component, for the 1st CEB. - To know, build, and evaluate educational resources. - Evaluate the learning and for the learning of children. - Develop attitudes of autonomy, cooperative, and collaborative work.
- Programmatic content is defined to allow students to find reflective moments of discussion, questioning and resolution of problem situations. 1. Perception, understanding, and critical analysis of guiding and regulatory documents for Mathematics in the 1st cycle of basic education. 2. Mathematical connections with the experiences of the child and with other components of the curriculum of the 1st cycle of basic education. 3. Methodologies and active learning strategies. 4. Mathematics educational resources for the 1st cycle of basic education, with emphasis on digital resources. 5. Management and Planning of Mathematics activities in the 1st cycle of basic education. 6. Diagnostic, formative, and summative assessment in Mathematics in the 1st Cycle of Basic Education.
Descrição dos instrumentos de avaliação (individuais e de grupo) ¿ testes, trabalhos práticos, relatórios, projetos... respetivas datas de entrega/apresentação... e ponderação na nota final.
Exemplo:
Descrição
Data limite
Ponderação
Teste de avaliação
dd-mm-yyyy
55%
Portfolio
Participação nas Atividades, Trabalho em Aula e Trabalho Individual
Trabalho em Grupo e Discussão
dd-mm-yyyy
15%
15%
15%
Adicionalmente poderão ser incluídas informações gerais, como por exemplo, referência ao tipo de acompanhamento a prestar ao estudante na realização dos trabalhos; referências bibliográficas e websites úteis; indicações para a redação de trabalho escrito...
- Semestral
- The Curricular Unit aims to prepare future teachers for the processes of teaching and learning mathematics in an appropriate, critical, and inclusive way. It seeks to promote reflection and discussion around meaningful pedagogical practices that are relevant to students and that value their experiences, social contexts, and different learning paces. It also aims to equip future teachers to face current educational challenges by developing strategies that encourage students' active participation, critical thinking, and the construction of mathematical learning.
- Details
- Category: Discipline
- Poupa, C., Pereira, A. Como Escrever uma Tese, Monografia ou Livro Científico Usando o Word. Lisboa, Edições Silabo 5ª Ed. 2012.
- Bioanalysis and Control
- 4085
- 19247
- Traineeship
- IPLUSO4085-19247
- 2
- 30
- 0
- 4
- Sim
- Português
- In this curricular unit, the Team-based learning (TBL) methodology is used, with tasks carried out in small groups, allowing the development of the ability to analyze and apply theoretical concepts.
- Mandatory
- To allow the application in the work context of the technical and scientific knowledge acquired during the course
- Definition of the individual internship plan, in conjunction with the beneficiary company and the trainee (definition of objectives and activities to be developed during the internship) Adaptation and integration in the company. Implementation of the internship plan, as well as the definition of the methodologies / techniques to be used to implement / improve the techniques and procedures in the various fields of boanalysis and quality control. Elaboration of the technical report of the work developed and public presentation.
Descrição
Data limite
Ponderação
Prática Laboratorial (PL)
Após conclusão do estágio
80%
Relatório Estágio (RE)
Após conclusão do estágio
20%
- Semestral
- This practical training aims to provide trainees with the development of skills and competences in the field of chemical-biological analysis laboratory; From a laboratory point of view, there are many general procedures applicable to different areas of the area of ¿¿biological analysis, namely with regard to reception, storage and management of samples, procedures for preparing solutions, verification of glassware and sample management. materials and reagents. The internship aims at eminently practical learning that should be reflected in a final report that describes not only the work developed during the internship, but also the knowledge about the laboratory and the Institution where the internship was carried out.
- Details
- Category: Discipline
- Bolton, W. (2015). Mechatronics: Electronic Control Systems in Mechanical and Electrical Engineering (6th ed.). Harlow: Pearson. ISBN 9781292076683 Petruzella, F. D. (2016). Industrial Automation and Process Control (2nd ed.). New York: McGraw-Hill. ISBN 9780078227677
- Electrical Installations and Automation
- 6082
- 22099
- Telecommunications and Automation Fundamentals
- IPLUSO6082-22099
- 2
- 5
- 0
- 4
- Não
- Português
- The unit combines theoretical exposition, diagram analysis and laboratory assemblies. Simulation software (CADE Simu or equivalent) is used to virtually reproduce automation circuits before physical assembly, reducing errors and enhancing active learning. Problem solving and project-based learning allow the development of both technical and transversal skills, fostering autonomy and practical application of knowledge. Strong practical component with contact with real reality.
- Mandatory
- At the end of the curricular unit, students should be able to: Select and apply basic components in automation. Interpret electrical control and power diagrams. Implement simple circuits with contactors and timers. Perform laboratory assemblies of automation and motor starting systems. Integrate basic notions of electro-pneumatics and hydraulics in simple projects. Understand the generic architecture of a structured network and its use in the field of automation. Understand the activities involved in installing a network in a building, including the installation of materials, and the connection of network cables, coaxial cables, and fiber optic cables.
- Contactors, relays and sensors. Electronic and electromechanical timers. Electrical protections and signalling. Electromechanical automation: assembly and testing. Control and starting of electrical machines. Simple project integrating electro-pneumatics/hydraulics. Signal transmission concepts: copper pairs, coaxial cables, and fiber optics. Operator Networks: HFC and FTTH • Systems for exclusive use of a building, using a structured network. • Practical Work: Cell design of an FTTH network.
Avaliação
- 50% Teste Único (nota mínima 9,5 valores)
- 50% Trabalhos Práticos:
- TP1 – Contactores, relés, sensores, temporizadores, proteções e sinalização (40%)
- TP2 – Automatismos eletromecânicos + arranque de motores (25%)
- TP3 – Anteprojeto integrador com eletropneumática/hidráulica (35%)
Fundamentos de Telecomunicações
- Trabalho Prático: Projeto de uma célula FTTH (nota mínima 9,5 valores)
- Semestral
- The curricular unit Fundamentals of Telecommunications and Automation introduces the basic concepts of communication and automation systems, covering signal transmission principles, coding and communication protocols, as well as fundamental notions of electromechanical automation. Students develop practical skills through the simulation and assembly of simple circuits, applying control and power diagrams in small projects. This unit provides an essential foundation for understanding modern telecommunication and automation systems, ensuring the link between theory and practice in the field of electrical and automation installations.
- Details
- Category: Discipline
- Business Management
- 6166
- 22411
- Business English
- IPLUSO6166-22411
- 1
- 3
- 0
- 4
- Não
- Português
- Semestral
- Details
- Category: Discipline
- Bobette, B. (2013). Do Story: How to Tell Your Story So the World Listens. London, The Do Book Co. Byron, P. (1996). The Best Children’s Books in the World: a treasury of illustrated stories, New York, Harry N. Abrams. Hunt, P., Butss, D. (1995). Children’s literature. 1ªed. Oxford, Oxford University. Loomis, A. (2012). Creative Illustration, Titan Books. McCannon, D., Thornton, S., Williams, Y. (2008). Creating Illustrated Children’s Books, London, A&C Black Publishers Ltd. Saint-Exupéry, A. (2015). O Principezinho (versão com realidade aumentada). Portugal, Edicare Editora, Ltd. Salisbury, M. (2004). Illustrating Children’s Books, Creating pictures for publication. London, A&C Black Publishers Ltd. Shulevitz, U. (1997). Writing with pictures, Watson-Nova Iorque, Guptill Publications.
- Illustration and Drawing
- 6330
- 23175
- History of illustration for children
- IPLUSO6330-23175
- 3
- 4
- 0
- 4
- Não
- Português
- Classes will begin with an interactive oral presentation, asking and resolving questions both individually and in groups, presenting results, promoting the student's active participation in the learning process. Students have the task of researching the history of children's illustration, presenting the collection made in class. The practical exercises, individual and collaborative, cover illustration for children in the various existing genres, proposals for new materials, forms of expression or restructuring of illustration in books for children, with the objective of carrying out a final exercise. Continuous and in-person assessment (75%) whose failure to comply requires an exam. 40% Attendance and active participation in class, interviews, visits, or exhibitions, carrying out individual or small group exercises 10% Presentation of results and critical discussion in class 50% Individual final exercise Plagiarized work is punished with a negative grade and reported.
- Mandatory
- a) Recognize the importance that the child has been acquiring since the seventeenth century, and the creation of books adapted to the child; b) Study the history of black and white and colorful Illustration for children, as well as the most relevant authors in this area; c) Understand the didactic importance of book illustration and their use as objects/ toys, the Pop up example; d) Know the different techniques of printing, technology and innovation of illustration presentation, and chromatic solutions that allow the illustration of books to be widely disseminated and commercialized; e) Know and try different materials for children’s illustration composition, promoting inclusiveness in reading.
- 1. The artistic language and the evolution of children’s drawing; 2. Art as influence on the child, explore the children’s imagination; 3.The illustration and explanation of the book: The Little Prince; 4. Fables, fairy tales and moral stories - narrative; 4.1. Jean de La Fontaine, with illustrator François Chauveau; 4.2. Charles Perrault, with illustrator Gustave Doré; 4.3. Beatrix Potter – illustrations and book thought for childhood; 5. The book as a sensory stimulus – the example of Katsumi Komagata; 5.1. When children are unable to see, other stimuli to promote reading; 6. Augmented reality – A new version of the imaginary world; 7. Illustration in learning books.
Descrição dos instrumentos de avaliação (individuais e de grupo) ¿ testes, trabalhos práticos, relatórios, projetos... respetivas datas de entrega/apresentação... e ponderação na nota final.
Exemplo:
Descrição
Data limite
Ponderação
Teste de avaliação
dd-mm-yyyy
30%
Portfolio
dd-mm-yyyy
40%
(...)
Adicionalmente poderão ser incluídas informações gerais, como por exemplo, referência ao tipo de acompanhamento a prestar ao estudante na realização dos trabalhos; referências bibliográficas e websites úteis; indicações para a redação de trabalho escrito...
- Semestral
- The UC History of Illustration for Children is linked to Option 4. Extends the development of content following the UC Sequential image. Its focus is on narrative content, specifically applied to the illustrated album and to animations aimed at children. Education through art and the relationship with children's communities is fundamental in the healthy development of societies and, therefore, this is a UC that aims to develop this sensitivity in students. This UC articulates theoretical and historical information regarding fictional and non-fictional illustrative practices dedicated to childhood with other exploratory, technical, creative and highly experimental UC’s that base the playful dimension on concepts of sequencing, seriality, cause-consequence and construction of plastic and graphic scope.
