- Details
- Category: Discipline
- Afonso, M.M. (2022). A educação científica no 1º ciclo do Ensino Básico. Porto Editora. Alarcão, I. (Coord.) (2008) A Educação das Crianças dos 0 aos 12 anos. CNE Bonito, J. (2008). Perspetivas atuais sobre o ensino das ciências: clarificação de caminhos. Terra Didática, 4(1),28-42. Cosme, A. (Coord.) (2020). Avaliação das Aprendizagens: Propostas e Estratégias de Ação. Porto Editora. DGE. (2016). Perfil dos Alunos à Saída da Escolaridade Obrigatória. DGE. (2018). Aprendizagens Essenciais para o Ensino Básico. Martins, I., V etal. (2007). Explorando... educação em ciências e ensino experimental. DGIDC. Roldão, M. C. (1995). O Estudo do Meio no 1.º Ciclo. Fundamentos e estratégias. Texto Editora Trindade, J. F. (2013). O valor do ensino experimental em ciências. In Trindade, J.F., Zenóbio, S.M. e Jerônimo, F. (Eds). A Experimentação e as TIC no Ensino das Ciências Exatas. Bubok
- Teaching in the 1st Cycle of Basic Education and Mathematics and Natural Sciences in the 2nd Cycle of Basic Education
- 6857
- 25599
- Study of the Environment and Citizenship
- IPLUSO6857-25599
- 1
- 3
- 0
- 4
- Não
- Português
- This CU uses a variety of types of classes (theoretical, theoretical-practical, laboratory) and adopts active methods: discussion, analysing questions, and the learning methodology based on projects. Tutorial work allows for more personalised monitoring of students. In class, the aim is to encourage student involvement and active participation, facilitating the acquisition of practical knowledge. This methodology will enable students to experience the content and teaching materials developed in the teaching process, through individual and collaborative work
- Mandatory
- Understand the importance of this area in the process of teaching and learning students through the reflective reading of advisory documents. Analyze the integration of the Study of the Environment in the 1st Cycle of the Basic Education curriculum. Organizing knowledge from the acquisition of competencies leads to the assimilated construction of knowledge related to concepts and methods of various scientific disciplines, integrating with the Study of the Environment. To know several methodological approaches to the Study of the Environment, critically and comparatively. Design plans, considering current perspectives in the field of didactic research. Develop a critical spirit to the proposals presented. Design, organize, and coordinate activities that activate the articulation with other areas of knowledge in a participatory way, mobilization of capacities, attitudes, and values. Develop autonomy and collaborative working capacity from a continuous training perspective
- The Study of the Environment articulates knowledge and methods of various integrative disciplines. 2. Current perspectives on science education in the 1st Cycle of Basic Education. 3. Curriculum and Essential Learning of the Study of the Environment in the 1st Cycle of Basic Education. Critical reading of national and international documents. 4. Practical investigative work in the Study of the Environment. Strategies and activities that foster the rebuilding of knowledge through the development of interdisciplinary projects. 5. Teaching Resources for teaching and learning the Study of the Environment. 6. Design and plan pedagogical-didactic materials adaptable to the age phase of children
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
Participação nas aulas e elaboração de relatórios de atividades extracurriculares
Ao longo do semestre
15%
Trabalhos práticos em grupo
Ao longo do semestre
25%
Trabalhos de pesquisa orientados pelo professor Ao longo do semestre 25 Teste formativo
14 novembro
35%
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 Environmental Studies and Citizenship course aims to promote integrated knowledge of the natural, social, and cultural environment, fostering ecological, social, and civic awareness among students. Its scope covers the observation and interpretation of the surrounding reality, the appreciation of heritage, and the understanding of the interrelationships between humans, society, and the environment. The relevance of the UC in the study cycle lies in its contribution to the formation of critical, responsible, and active citizens, capable of consciously intervening in the world around them.
- Details
- Category: Discipline
- NP EN ISO 9001 Sistemas de gestão da qualidade. Requisitos NP EN ISO/IEC 17025 ¿ Requisitos gerais de competência para laboratórios de ensaio e calibração NP EN ISO 19011:2003 Linhas de orientação para auditorias de sistemas de gestão da qualidade e/ou de gestão ambiental (ISO 19011:2002) Pires, A. R. (2004). Sistemas de Gestão da Qualidade. (3ª ed.). Edições Silabo. Fey, R. & Gogue, S. (1989). Princípios da Gestão da Qualidade. Edição Gulbenkian. WHO (2012) .Laboratory Quality Management System: Handbook. World Health Organization Parson, K. (2012). Laboratory Quality/Management: A Workbook with an Eye on Accreditation. USA: Ex-Libris Osaro, E. (2012). Laboratory Total Quality Management for Practitioners and Students of Medical Laboratory Science.UK: Author-House
- Bioanalysis and Control
- 4085
- 19143
- Quality Assurance
- IPLUSO4085-19143
- 2
- 6
- 0
- 4
- Não
- 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
- Provide the knowledge and tools needed to implement and maintain a quality management system at all levels in the lab. Know perform and oversee quality procedures, manage records and use the agreed terminology To identify problems, provide solutions and help improve the quality system. Know how to use essential practices of measurement, production and data analysis and statistical analysis to evaluate experimental data. Know how to use and understand the principles of control and quality assurance. To identify work situations nonconforming, root cause analysis, implementation of corrective actions and corrections and assessing the effectiveness of measures taken. Know perform audits. Find out research and analysis in national and international documentation with impact on laboratory quality management system.
- Portuguese Quality System Accreditation and Certification Quality Management System Certification (QMS) ISO 9000 series standards Universal Principles of Quality Management (QA) PDCA methodology Requirements of the NP EN ISO / IEC 9001 Quality Management System Management Responsibility, Resource Management, Product Realization / service and Measurement, Analysis and Improvement QA Accreditation System for Testing Laboratories (NP EN ISO / IEC 17025) Management requirements. Technical request. Audit Quality Types of audits: External, Internal, Horizontal, vertical Audit programms Other Management Systems: NP EN ISO 15189¿ NP EN ISO 14001¿ OHSAS 18001.
Descrição
Data limite
Ponderação
Teste de avaliação teórico I
dd-mm-yyyy
25%
Teste de avaliação teórico II
dd-mm-yyyy
25%
Teste de avaliação prático I
dd-mm-yyyy
25%
Teste de avaliação prático II
dd-mm-yyyy
25%
A classificação final (CF) da unidade curricular por avaliação contínua é obtida a partir das classificações obtidas na componente escrita (T) e na componente prática (PL). A componente Teórica consta de duas frequências escritas e é relativa aos conteúdos teóricos. A classificação mínima em cada frequência é de 8 valores. A componente prática consta de 2 momentos de avaliação práticos realizados durante as aulas práticas. A classificação mínima de cada momento é de 8 valores. A classificação final é calculada a partir da seguinte fórmula: CF = 0,50 T + 0,50 P. A classificação de todos os instrumentos de avaliação é expressa numa escala de 0 a 20 valores, sendo que o valor ponderado das classificações obtidas tem de ser igual ou superior a 9,5
- Semestral
- The curricular unit aims to transmit to students a wide range of knowledge in the field of Quality, namely themes related to Quality Control and Quality Assurance. It is intended that students learn and apply statistical quality control techniques and methodologies that allow, monitoring and improving productive and industrial processes. The domains of the course give students the opportunity to learn how to solve problems in a structured way through the application of quality tools, to analyze data obtained through experimentation that will serve to optimize the performance of processes and product compliance, or even to measure and monitor the stability of processes and their ability to meet customer requirements, as well as the ability to perform audits.
- Details
- Category: Discipline
- - A. E. Fitzgerald, Charles Kingsley Jr, Alexander Kusko, máquinas elétricas, McGraw-Hill - José Manuel Lima D’Oliveira, Estudo do Transformador – Transformador monofásico, ISEL, 2012 - Luis F. Hogan Teves, Máquinas Eléctricas, Edição do autor, 2003 - Stephen J. Chapman, Electric Machinery and Power Systems Fundamentals, McGraw-Hill, 2002 - Theodore Wildi, Electrical Machines, Drives and Power Systems, Prentice-Hall, 2002 - David Bradley, Basic Electrical Power and Machines, Chapman & Hall, London, 1994 - Bhag S. Guru & Huseyin R. Hiziroglu, Electric Machinery and Transformers, Oxford University Press, 2001 - José V. C. Matias, Máquinas Eléctricas – Transformadores, Didáctica Editora, 2005 - José V. C. Matias, Máquinas Eléctricas – Corrente Alternada, Didáctica Editora, 2005 - José V. C. Matias, Máquinas Eléctricas – Corrente Contínua, Didáctica Editora, 2005
- Electrical Installations and Automation
- 6082
- 22097
- Fundamentals of Electrical Machines
- IPLUSO6082-22097
- 2
- 5
- 0
- 4
- Não
- Português
- Teaching is based on theoretical and practical classes. The students are motivated to assume an active attitude in the research of basic information, in the resolution of application problems and in the planning of the group works that will be assigned to them. The approval presupposes that the student succeeds: - in the 1st test (20%) and in the 2nd test (50%), in order to evaluate that the students have acquired the necessary knowledge about the programmatic contents; - group work (2 or 3 students per group) that reflects the knowledge acquired by the students, at the end each group will present their work to the other groups (50%). All students must participate in the evaluation activities, the attendance/commitment is valued at 10%, for students with at least 70% attendance. At the end of the semester, students may take an appeal exam (upon registration) which allows the student to replace one of the previous exams with a classification lower than 10 marks.
- Mandatory
- Know the electrical machines from the user's point of view and analyse their behaviour and applications based on their equivalent circuits. The students should acquire basic skills that will enable them to: OA1. to identify the importance of electrical machines; OA2. to recognise, distinguish and compare the different types of electrical machines; OA3. to understand the operation mode, equivalent circuit and construction characteristics of electrical machines; OA4. to use equivalent circuits of electrical machines to analyse their behaviour under various operating conditions under permanent regime; OA5. introduction to power Electronic converters.
- CP1. Single-phase transformer - construction aspects; - working principle; - operation: - no-load - on load; - losses and efficiency. CP2. Three-phase asynchronous motor - construction aspects; - working principle; - rotating field; - speed and torque; - starting and braking systems; - speed regulation. CP3. DC motor - with parallel excitation; - compound excitation; - construction aspects; - operating principle and characteristics; - starting and speed regulation. CP4. Synchronous Motor - constructive aspects; - synchronism; - working principle; - special electric motors: - stepper motor; - reluctance motor. CP5. Introduction to Power Electronic Converters
Descrição
Data limite
Ponderação
Nota minima 1º Teste de avaliação
28-10-2025
20%
Parcial/partial 8,0
Média/average 9,5 valores/values
2º Teste de avaliação
02-12-2025
20%
Trabalho final de grupo
Entrega até:
*Apresentação oral:
06-01-2026
50%
9,5 valores/values A assiduidade/compromisso é valorizada em 10% para a nota final, para alunos com assiduidade superior a 70% ou equivalente.
* A apresentação oral, cerca de 15 minutos, será seguida de um período de perguntas e respostas, cada grupo deverá questionar/colocar pelo menos 1 questão ao grupo que está a apresentar.
- Semestral
- The curricular unit of Electrical Machines intends to provide the students with a set of basic knowledge that allows them to understand the phenomenon of electromechanical energy conversion and the basic operation of the electrical machines most used in industry.
- Details
- Category: Discipline
- Bancroft JD, Stevens A. (2007). Theory and Practice of Histological Techniques. (6th ed.). Edinburgh: ChurchillLivingstone. Koss L, Melamed MR. (2007). Diagnostic Cytology and its Histopathologic Bases. (5th ed.). Lippincott Williams & Wilkins. DeMay RM. (2007). Pratical Principles of Cytophatology. American Society for Clinical Pathology, Chicago. Burton J.L. & Rutty G. (2010). The Hospital Autopsy: A Manual of Fundamental Autopsy Practice. (3rd ed.). Hodder ArnoldPublication.
- Biomedical Laboratory Sciences
- 4084
- 19574
- Laboratory Biomedical Sciences Internship I
- IPLUSO4084-19574
- 4
- 30
- 0
- 4
- Sim
- Português
- In this curricular unit, students can take the lead in the teaching-learning process. By granting the student this type of autonomy, the development of a feeling of mastery over the various subjects inherent to the laboratory practice of Pathological, Cytological and Thanatological Anatomy is being fostered.
- Mandatory
- ¿Allow the knowledge acquired by the student in the classroom context are applied in the work environment; ¿Be able to develop a laboratory activity of excellence, taking into account the technical aspects, the specificity and the"culture" of the institution or company in which it operates; ¿Developing human capabilities required of health professionals, applying the ethical and deontological principlesunderlying; ¿Confront with the need for a multidisciplinary and team work for the success of the organizations; ¿Promote the ability to meet the challenges with innovation, creativity and flexibility; ¿Identify and properly conduct the analysis of a particular biological product to produce with high quality and reliability ofthe results of the tests prescribed by the clinician, on the key areas of the stage of the biomedical sciences; ¿Perform quality control from the sampling procedures of the laboratory routine.
- 1.Run the techniques described in the internship locations as the valences/laboratory procedures. 2.In pathology anatomy, the students must undertake an internship in the areas of: 2.1. Histotechnology 2.2. Cytopathology 2.3. Immunohistochemistry and Molecular Pathology 2.4. Thanathology and fetal pathology
Descrição
Data limite
Ponderação
Estágio
XX-XX-XXXX
80%
Artigo Científico e Poster
XX-XX-XXXX
20%
- Semestral
- Contact with the work environment
- Details
- Category: Discipline
- Atton, C. (2010). Popular Music Fanzines: Genre, Aesthetics, and the “Democratic Conversation.” Popular Music and Society, 33(4), 517–531. Borges, H. (2009). Fanzines e as novas tecnologias. Tese de Mestrado. Porto: FBAUP Duncombe, S. (2008). Notes From Underground: Zines and the Politics of Alternative Culture. Bloomington: Microcosm Pub. Farrajota, M. (2014), Punk Comix (1). www.punk.pt/2014/04/03/punk-comix Kinsella, S. (2000). Adult Manga: Culture and Power in Contemporary Japanese Society. Richmond: Routledge. Klanten, R., Mollard, A., Hübner, M., & Commentz, S. (2011). Behind the zines: Self-publishing culture. Berlin: Die Gestalten Verlag. Ramirez, R. (2012). From Zines to MySpace. Journal of Latin American Communication Research, 2(1), 37–60. Solidarity! Revolutionary Center and Radical Library. https://archive.org/details/solidarityrevolutionarycenter Triggs, T. (2006). Scissors and Glue: Punk Fanzines and the Creation of a DIY Aesthetic. Journal of Design History, 19(1), 69–83.
- Illustration and Drawing
- 6330
- 25098
- Zines
- IPLUSO6330-25098
- 2
- 6
- 943
- 4
- Não
- Português
- Theoretical-practical methodology: verbal and audiovisual presentations (PowerPoint, videos, books) by the teacher, with examples and discussion, followed by a practical exercise. Demonstration of working methods, models and production structures in the classroom. The individual project abides by a tutorial regime, in which each student is accompanied by the teacher. The student is subject to continuous assessment and is assigned a grade at the end of the semester for their performance in the practical element of the course. Individual projects are evaluated according to the following criteria: concept; graphic and execution quality.
- Optional
- General Objectives: Study of zines as an expressive and visual communication tool. Learning the terminology and fundamental concepts of zines, their application to practical exercises, and development of an individual self-publishing project. Specific Objectives: Upon completion of this course, students 1) appreciate the role and the expressive and communicative power of zines, their definition and specificities, history and geographies, 2) acquire and employ the appropriate lexicon (fanzine, fanzinato, fanzinoteca, faneditor, fanálbum), 3) distinguish different typologies of zines in terms of media/production (graphzine, minizine, slimzine, webzine, prozine) and content/intention (political, personal, poetry, music, media fandoms), 4) learn to build a zine, acquiring notions of pagination (imposition) and production; 5) include the means of zine distribution in Portugal through festivals, fairs and book stores.
- Theoretical-practical module: 1) Global history of zines and self-publishing culture: from Luther’s 95 Theses to e-zines. Zines in Japan: Comiket and the rise of d¿jinshi. History of the fanzine in Portugal, national fanzine personalities and zine libraries. Promoting and distributing zines in Portugal. The role of the faneditor. 2) Zine typologies according to media, production, content and intention: prozines compzines, graphzines, minizines, slimzines,, prose and poetry zines, webzines, political zines, perzines, media fandoms. 3) Creating a zine: technical and practical issues. Conceptualization, pagination, production. Printing techniques (photocopy, digital printing, risography). Zines for the web. Covers, customization, and unique elements. Practical module: individual self-publishing project.
90% Conceção e produção de um fanzine
10% Avaliação Contínua: participação, assiduidade e presença (75%) cujo incumprimento obriga a exame.
O exame de recurso é constituído pela apresentação de todos os exercícios do semestre (50%) e da resposta ao exame de exame (50%).
- Semestral
- Fanzines.
