- Details
- Category: Discipline
- Amabis, J. & Martho, G. (2018). Fundamentos da Biologia Moderna (5ª ed.). Editora Moderna. Townsend, C. R., Begon, M., & Harper, J. L. (2010). Fundamentos em Ecologia Artmed. Levin, S. A. (Ed.) et al. (2012). The Princeton Guide to Ecology (3ª ed.). (2ª ed.). Princeton Univ. Press. Saraiva. Leigh, D. M., Hendricks, S., Dias, J. M., Primmer, C. R., Laikre, L., Hoban, S.& Shafer, A. B. A. (2024). A global meta-analysis reveals that action is needed to halt genetic diversity. Nature 629, 321, 326. https://doi.org/10.1038/s41586-024-08458 *Materiais disponibilizados na plataforma Moodle pela docente sobre as temáticas abordadas.
- Primary Education
- 6127
- 22142
- Life and Environmental Sciences
- IPLUSO6127-22142
- 1
- 5
- 0
- 4
- Não
- Português
- Classes are organized based on active and diversified methodologies aimed at promoting dynamic and participatory learning. These methodologies include: i) Analysis and investigation of themes, problem-solving, and varied practical lessons, all aimed at building scientific knowledge. ii) Debate and discussion on environmental issues and advances in scientific research, stimulating critical thinking and ecological awareness. iii) Online simulations on the topics covered
- Mandatory
- Understand science concepts and processes for interpreting everyday phenomena and their contribution to active citizenship; Understand Science-Technology-Society-Environment interactions; Understand multidisciplinary and interdisciplinary approaches to building knowledge in science. Build scientific knowledge of social importance, which is useful for their personal and professional development. Promote the ability to think scientifically and critically, make decisions, and think creatively, which are essential for identifying, analyzing, and solving environmental problems; Reveal the ability to carry out autonomous studies, research, and development projects; Demonstrate correct oral and written expression in Portuguese and effective use of scientific language
- .1.Living Beings and Evolution Cell: structure, organelles, cell types (prokaryotes and eukaryotes), levels of biological organisation Cell metabolism: photosynthesis and cellular respiration Reproduction: life cycles, sexual and asexual reproduction Heredity: basic genetics and character transmission Biological classification: taxonomy and phylogenetic criteria Evolution: natural selection, mutation, adaptation, speciation 2. Living beings and the environment Ecology: ecosystem functioning, biotic and abiotic factors, population and community dynamics Biodiversity: levels of diversity, ecological importance, ecosystem services Environmental problems: climate change, pollution, habitat degradation Conservation: protection and sustainable use strategies and environmental policies
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
Trabalho de projeto em grupo e sua apresentação oral - Seminário temático
Ao longo do semestre
40%
Trabalhos de grupo e apresentação oral sobre temas abordados
Ao longo do semestre
30%
Relatórios de atividades de integração e desenvolvimento curricular (visita de estudo, conferências, seminários...)
Ao longo do semestre
15%
Ficha individual (frequência) Primeira semana de dezembro 15% - Semestral
- This curricular unit is an introduction to the study of life sciences at their different levels of integration, and organisation and their importance in today's society, also leading to the acquisition of skills to interpret the phenomena that control the state of the environment today
- Details
- Category: Discipline
- Clinical Veterinary Nursing
- 7019
- 26453
- Technology in the Production of Livestock Species
- IPLUSO7019-26453
- 1
- 2.5
- 1234
- 4
- Não
- Português
- Optional
- Semestral
- Details
- Category: Discipline
- Ball, R. (2021). Pedagogia da comunicação.P.E.A. Barroca, A. M et al (2022). Linguagem oral e escrita em idade pré-escolar, Cadernos de Educação de Infância, 125, 10-13 Coelho, A. (2017). Brincar e pedagogia em educação de infância. Cadernos de Educação de Infância, 112, 98-103. Lima, R. (2000). A linguagem infantil: da normalidade à patologia. APPACDM Lopes, I. L. da, Marques, L., Mata, L., Rosa, M. (2016). OCEPE. Lisboa: ME/DGE http://www.dge.mec.pt/ocepe/sites/default/files/Orientacoes_Curriculares.pdf] Marchão, A. (2016). Ativar a construção do pensamento crítico desde o jardim-de-infância. Revista Lusófona de Educação, 32, 47-58 Rigolet, S. A. (2000). Os três P. Precoce, Progressivo, Positivo. Comunicação e Linguagem para uma Plena Expressão. P.Ed. Silva, B. & Craveiro, C. (2022). O Portefólio como estratégia de avaliação das aprendizagens na educação de infância. Revista Zero-a-Seis, 16, 9, 33-53. Sim-Sim, I. (2008). Linguagem e comunicação no Jardim de Infância. ME
- Pre-school Education and Primary School Teaching
- 6128
- 22208
- Portuguese Language Teaching Workshop
- IPLUSO6128-22208
- 1
- 6
- 0
- 4
- Não
- Português
- The methodologies essentially involve relationship games and verbal and non-verbal communication. Preferably, role playing techniques will be used to encourage the creation of games and to overcome inhibitions and communication problems, as well as oral expression exercises to encourage language development, as well as to demonstrate the importance of knowledge to listen.
- Mandatory
- Proficiently use different verbal and non-verbal languages Apply these languages appropriately to different communication contexts Master core comprehension and expression skills in oral and written modalities Discuss which factors contribute to communicative development Stimulate the development of communication Perform/create games/moments that appeal to the need to pay attention to what is said Create an educational routine that includes listening to reading or telling stories every day. Stimulate the taste for listening to rhymes, stories, riddles, rhymes, songs, tongue twisters, etc. Promote situations in which children have to communicate with peers and adults for different purposes. Recognize difficulties in language acquisition Promote strategies that aim to overcome difficulties in language acquisition and communication.
- Communication, language and speech Language acquisition and development Specific problems of oral and written language Difficulties in language acquisition Language functions Knowing how to listen to know how to communicate: the story, the tongue twister, the riddle... Oral and written interaction games Communication problems: external and internal
Dado que as metodologias são sobretudo ativas, é evidente que a avaliação tem de privilegiar o empenhamento, participação e dinâmica – 10%. Os restantes 90% destinar-se-ão à avaliação de um portefólio – construído com base no PBL - e que reúna ensinamentos teóricos e atividades a desenvolver com as crianças.
Descrição
Data limite
Ponderação
Participação
dd-mm-yyyy
10%
Portfolio
dd-mm-yyyy
90%
(...)
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
- This UC will deepen the knowledge of language and literature for children, knowledge of traditional oral and children's literature, the development of aesthetic and critical sense so that the future educator can make a conscious and correct choice of the works to be covered. Whenever necessary, experts will be invited to delve deeper into topics in classes.
- Details
- Category: Discipline
- António Francisco "Autómatos Programáveis" - ETEP Edições Técnicas e Profissionais - ISBN 9789728480332; João Caldas Pinto "Técnicas de Automação" - ETEP Edições Técnicas e Profissionais - ISBN 9789728480264; EMC Practical Installation guidelines, Groupe Schneider, 2014.
- Automation and Robotics
- 6078
- 16610
- Programming Automatons
- IPLUSO6078-16610
- 2
- 6
- 0
- 4
- Não
- Português
- The Theoretical part (T) is presented throughout the semester and is subject to individual assessment through two tests to be carried out during the semester. The Theoretical-Practical (TP) part is taught in interaction with students as they develop small group projects. Projects are presented in the format of a set of simulator files and are used for evaluation after oral group discussion. The laboratory part (L) consists of practical group work using electrical and electromechanical equipment available in the laboratory. The reports written in this part count towards the corresponding evaluation, after individual group discussion. The final classification results from the simple average of the obtained classifications: NF=(0.45*T)+(0.15*TP)+(0.40*L); It is mandatory that the final classification of each part is at least 9.5, and it is also mandatory that the minimum grade of each test is at least 8.0 val.
- Mandatory
- LO01 - Classify the automata; LO02 - Identify the various constituent elements of a programmable automaton and their respective functioning. LO03 - Know in depth the interface techniques of programmable automata (p.a.) with peripheral equipment; LO04 - Make application programs with logical operations, timers and counters; LO05 - Develop control applications with analog variables; LO06 - Develop small programs for autómata.
- S01 - Architecture of a programmable automaton existing modules; S02 – Automata Interface Technologies with peripheral equipment; S02 - Methods of implementing an automatism; S03 - Parameters and characteristics to be considered when selecting a programmable controller; S04 - Connection diagrams of a programmable automaton; S05 - Operating cycle of a programmable automaton; S06 - Programming languages; S07 - Input/output addressing; S08 - Basic programming functions; S09 - Introduction to programming with the grafcet method; S10 - Introduction to programming with the LADDER method; S11 - Introduction to industrial automation; S12 - Elements of an automatism.
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
18-dez-2025
45%
Relatório dos trabalhos práticos
até uma semana após realização do trabalho
40%
Exercicios complementares
18-dez-2025
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
- In a post-secondary cycle of studies in the area of technologies and engineering, the curricular unit assumes a very relevant role, as it allows students to acquire basic knowledge for the analysis, interpretation and correct dimensioning of automatisms in an industrial context. The PLC Programming unit aims to introduce essential concepts and tools in the context of knowing components such as: instantaneous relays, timed relays, contactors, sensors, programmable PLCs and their applicability, coordination and limitations. It also intends for the student to be able to choose between the different technologies with the aim of carrying out a correct analysis of the problems presented.
- Details
- Category: Discipline
- Google Analytics 4 (GA4) Documentação Oficial https://support.google.com/analytics/ Google Analytics 4 (GA4) Guia de Configuração https://support.google.com/analytics/answer/9304153 Google Analytics 4 (GA4) Curso Oficial https://skillshop.exceedlms.com/student/path/50843-google-analytics-4-certification Google Looker Studio Documentação Oficial https://cloud.google.com/looker-studio/docs Google Looker Studio Ajuda da Plataforma https://support.google.com/looker-studio/ Google Looker Studio Curso Oficial (Pro) https://skillshop.exceedlms.com/student/path/663086-get-started-with-looker-studio-pro Google Tag Manager (GTM) Visão Geral Oficial https://support.google.com/tagmanager/answer/6003009 Google Tag Manager (GTM) Guia de Início https://support.google.com/tagmanager/answer/6102821 Google Tag Manager (GTM) Curso Oficial https://analytics.google.com/analytics/academy/course/5
- Digital Marketing
- 6066
- 21878
- Performance Metrics and Assessment
- IPLUSO6066-21878
- 2
- 5
- 0
- 4
- Não
- Português
- The curricular unit develops the use of practical cases and role playing in order to involve students in realities that they will encounter in the job market.
- Mandatory
- At the end of the semester, students will have acquired skills in the area of digital analysis using theoretical and practical tools that will facilitate their professional integration, namely Definition, implementation, and evaluation of digital measurement plans Performance appraisal based on data Development of analytical and critical data capabilities Development of forms of visual representation of information Working knowledge of digital analysis software
- What is Digital Analysis Concepts Examples Application Exercises Google Analytics What is it Structure Concepts Events Segments Audiences Google Looker Studio What is it Visual representation of data Exercises Interface Functionalities Reports Graphics dimensions Matrics Data sources Google Tag Manager What is it Tags, Triggers and Variables Debug Data Layer Implementation of measurement plan with GTM
Descrição
Data limite
Ponderação
Trabalho - Plano de medição
15%
Exercício GA4
15%
Exercício GTM
20%
Exercício GLS
20%
Trabalho Final
20%
Participação e assíduidade
10%
- Semestral
- The discipline of Metrics and Performance Evaluation aims to equip students with general knowledge about the field of Digital Analysis within the context of Digital Marketing and eCommerce. Generally, the area of digital analytics is dedicated to data analysis in order to understand and identify behavioral patterns and/or trends, with the goal of improving the current and future performance of a brand, product, service, or any other activity that exists or relies on digital means to exist. This discipline therefore intends to equip students with both theoretical knowledge about Digital Analysis and its implementation, as well as applied knowledge using software such as Google Analytics, Google Looker Studio, and Google Tag Manager. By the end of the course unit, students will be able to use Google Analytics as a tool for analyzing predefined metrics, and to create and analyze reports using Google Data Studio.
