- Details
- Category: Discipline
- Byers T.J. Electronic Test Equipment, Intertext Publishers, New York. HORDESKY Michael, Transducers for Automation, Van Nostrand Reinhold Company - New York. Meireles, Vitor C. - Circuitos Eléctricos. 5ª ed. Lidel, 2009. Silva, Manuel M. - Introdução aos Circuitos Eléctricos e Electrónicos. 2ª ed. Gulbenkian, 2001. Carr, Joseph J. - Elements of Electronic Instrumentation and Measurement. 3ª ed. Prentice-Hall,1996.
- Electrical Installations and Automation
- 6082
- 7663
- Instrumentation and Measurements
- IPLUSO6082-7663
- 1
- 4
- 0
- 4
- Não
- Português
- Provision of diverse study material in digital support, such as slides and exercises. Use of simulation software
- Mandatory
- Provide students with knowledge to exercise technical functions in the area of instrumentation and measurements, allowing them to become qualified and familiarized with the application / selection and use of test and measurement equipment, most used, in the areas of Engineering.
- Fundamental concepts Quantities, units, measurement concept, measurement chain and characteristics of measuring devices Measurement errors Power Supplies Measurement Elements Current and voltage measurement Measurement of transducer non-electrical quantities Experimental verification of the fundamental laws of electrotechnics Description of contents
Avaliação Continua:
É constituida por 2 Provas Teóricas (PT) e Trabalhos de Laboratório (TL).
Sendo a Nota de Final Frequência dada por: NF = (0,5 x PT) + (0,5 x TL), com PT = 10 Valores, TL = 10 Valores.
Faz-se a ressalva que, a aprovação na avaliação continua só é possível se a média obtida nas duas provas escritas for
superior ou igual a 10 valores sendo que em nenhuma delas o aluno pode ter nota inferior a 8 valores.
Entrega de Relatórios
Os relatórios dos trabalhos laboratoriais devem ser entregues, através da plataforma moodle, até quinze dias após a data de
conclusão definida para a sua realização e estarão sujeitos a avaliação oral.
Exame de recurso :
Se o aluno não obtiver aprovação em avaliação contínua, terá acesso a um exame composto por componentes Teórica (peso
de 50%) e Prática (peso de 50%). Sendo valorizada na avaliação por exame a componente prática da avaliação continua com
aprovação.Descrição
Data limite
Ponderação
1º Teste de avaliação
dd-11-2026
25%
2º Teste de avaliação dd-01-2027
25%
Trabalhos Laboratoriais
50%
Nota:
A avaliação dos trabalhos, individuais ou de grupo, inclui obrigatoriamente uma discussão presencial em sala de aula. Esta discussão representa 30% da classificação final atribuída ao trabalho- Semestral
- This Curricular Unit, in addition to addressing the fundamental / general principles of Metrology, includes the study, knowledge and handling of the most used equipment in the areas of Engineering for testing and measurement. The subjects covered in its scope are thus fundamental for many of the activities that students will develop throughout the course, as well as for the exercise of their future work activities.
- Details
- Category: Discipline
- Blender 5.2 LTS Manual. (2026). Blender Manual. https://docs.blender.org/manual/en/latest/ Studio, B. (2026). Blender Studio. Blender Studio. https://studio.blender.org/welcome/ Eno, B. (2015). Generating and Organizing Variety in the Arts. Em E. A. Shanken (Ed.), Systems. MIT Press [u.a.]. Grau, O. (2004). Virtual Art: From Illusion to Immersion. MIT Press. Laurel, B. (2014). Computers as Theatre. Addison-Wesley. Lee, R. (2018, dezembro 10). Procedural Logic and Automated Art. MACHINE FEELING 2018. https://machinefeeling2018.home.blog/2018/12/10/procedural-logic-and-automated-art/ Smith, V., & Hamlyn, N. (2018). Experimental and Expanded Animation: New Perspectives and Practices. Springer.
- Drawing
- 6947
- 14536
- 3D Modelling
- IPLUSO6947-3-14536
- 1
- 5
- 1183
- 4
- Não
- Português
- The syllabus is conveyed through a blend of expository and active pedagogical strategies. Classes commence with audiovisual presentations and PowerPoint slides, designed to introduce new concepts, tools, and techniques, ranging from basic navigation in a 3D environment to more complex aspects such as texturing and rendering. Each theoretical topic is followed by the completion of practical exercises and small projects. The structuring of these exercises is devised in such a way that students apply the acquired knowledge immediately. Students are encouraged to explore and experiment, thereby solidifying their practical understanding of the topics discussed and gaining essential skills for their professional development. Continuous monitoring of student performance allows for the provision of individual guidance and constructive feedback throughout the semester. Additional support is offered through the Moodle platform
- Optional
- This course aims to introduce students to the technical domain of Blender 3D software, equipping them with essential knowledge and skills to initiate, refine, and engage in professional practice in the development of three-dimensional projects. The objective is for students to be capable of formulating creative projects through three-dimensional representation, representing objects in 3D, applying technical terminology, utilizing 3D modeling tools, and adopting work methodologies appropriate for various fields of three-dimensional intervention. Furthermore, the course aspires to promote the development and exploration of specific skills in areas such as modeling, material manipulation, lighting, texturing, and rendering in three-dimensional environments.
- . Blender 3D: Software 3D interface, User Preferences, Workspace, and Navigation in the 3D environment. . Modeling: Mesh and 3D Curves (concept and function), 3D Objects in Blender, Controller Menu, Modifiers, Create and Edit Mesh, Object Mode, Edit Mode, and Sculpting Mode, Object Data Properties. . Materials and Textures: Material Editor, Asset Browser, UV Mapping, Compositing, and Texture Paint. . Lighting: Types of Light, Lighting with Planes, World Properties. . Cameras: Camera to View, Align Camera, Camera Properties. . Animation: Timeline, Key Frame, Graph Editor. . Shadow Catcher and Photo Matching. . Rendering: Eevee, Cycles, Output Properties.
Esta UC segue um método de avaliação contínuo e presencial.
Ponderação da Avaliação:
. Trabalhos práticos: 60%
. Projeto final: 30%
. Assiduidade, participação e pontualidade: 10%
De acordo com o Regulamento de Avaliação da IES, é mandatório que os
estudantes cumpram com um requisito de presença mínima nas aulas para
aprovação na unidade curricular. A falta de cumprimento desta exigência resultará
na necessidade de prestação de exame.
Exame de Recurso:
O exame de recurso será dividido em duas partes: um exame prático que contará
50% e a apresentação de todos os trabalhos realizados ao longo do semestre, que
também terá um peso de 50%.
This UC follows a method of continuous and in-person evaluation.
Assessment Weighting:
. Practical Assignments: 60%
. Final project: 30%
. Attendance, Participation, and Punctuality: 10%
In accordance with the Assessment Regulations of the Higher Education
Institution, it is mandatory for students to meet a minimum attendance
requirement for passing the course unit. Failure to comply with this
requirement will necessitate taking an examination.
Resit Exam: The resit exam will be divided into two parts: a practical exam,
which will count for 50%, and the presentation of all work completed throughout
the semester, which will also carry a weight of 50%.
- Semestral
- The course introduces the fundamentals and basic techniques of 3D modeling, addressing the construction, manipulation, and visualization of three-dimensional forms in a digital environment.
- Details
- Category: Discipline
- Ainscow, M. (2020) Promoting inclusion and equity in education: lessons from international experiences. Nordic Journal of Studies in Educational Policy, 6(1), 7-16. https://doi.org/10.1080/20020317.2020.1729587. Booth, T., & Ainscow, M. (2002). Índex para a inclusão: Desenvolvendo a aprendizagem e a participação na escola (Trad. Ana Benard da Costa & José Vaz Pinto.) (2ª ed.). Cidadãos do Mundo. Palmeirão, C., Alves, J. M. (coords.). (2019). Da igualdade de oportunidades à equidade educativa: caminhos de uma inclusão sucedida. Universidade Católica Editora. Semião, D.; Mogarro, M.J.; Pinto, F.B.; Martins, M.J.D.; Santos, N.; Sousa, O.; Marchão, A.; Freire, I.P.; Lord, L.; Tinoca, L. (2023). Teachers' Perspectives on Students' Cultural Diversity: A Systematic Literature Review. Educ. Sci., 13, 1215. https://doi.org/10.3390/educsci13121215.
- Teaching in the 1st Cycle of Basic Education and Mathematics and Natural Sciences in the 2nd Cycle of Basic Education
- 6857
- 15588
- Diversity and Inclusive Education
- IPLUSO6857-15588
- 2
- 2
- 0
- 4
- Não
- Português
- The course prioritises active, participatory and student-centred methodologies, promoting the integration of theoretical knowledge, critical reflection and application to real educational contexts. Strategies such as problem-based learning, collaborative learning, the flipped classroom and project-based learning will be employed, fostering the shared construction of knowledge and the resolution of challenges related to diversity and inclusion. The course will draw on the critical analysis of authentic situations, guidance documents, multimedia resources and research evidence, as well as the creation of reflective portfolios and self- and peer-assessment activities. These methodologies aim to foster autonomy, collaboration, critical thinking and the ability to devise inclusive pedagogical responses tailored to the diversity of educational contexts.
- Mandatory
- Students should be able to: 1) understand the theoretical, ethical, legal and political foundations of inclusive education and the promotion of diversity in an educational context; 2) critically analyse factors that influence pupils' learning, participation and success; 3) identify barriers to learning and participation, as well as measures to support and promote equity; 4) apply the principles of differentiated teaching and Universal Design for Learning in the planning, development and evaluation of teaching practices; 5) devise teaching strategies tailored to the diversity of pupils; 6) recognise the importance of collaborative work between teachers, families and other professionals in promoting inclusion; and 7) reflect critically on teaching practice, adopting an ethical and professional approach geared towards creating inclusive educational environments.
- 1. Conceptual framework of diversity and inclusive education: key concepts and the evolution of theoretical perspectives. Legal and political frameworks, and national and international guidelines in the field of inclusive education. 2. Analysis of diversity in educational contexts. 3. Identification and analysis of barriers to learning and participation, and implications for teaching practice. 4. Principles of the inclusive school: equity, participation and success for all pupils. 5. Differentiated teaching in the planning, delivery and assessment of teaching. 6. Universal Design for Learning (UDL) and inclusive pedagogy. 7. Measures to support learning and inclusion. 8. Collaborative work between teachers, families and other professionals.
Descrição
Data limite
Ponderação
Teste de avaliação
No fim do semestre
30%
Construção e apresentação de um material/ recurso
No fim do semestre
30%
Participação e atitudes
Ao longo do semestre
30%
Assiduidade e pontualidade
Ao longo do semestre
10%
- Semestral
- The 'Diversity and Inclusive Education' module focuses on understanding diversity as an inherent feature of educational contexts and as a fundamental element in building a more equitable and participatory school. Drawing on the theoretical, ethical and legal frameworks of inclusive education, it encourages critical reflection on the challenges and opportunities associated with addressing pupil diversity. It addresses topics such as the removal of barriers to learning and participation, differentiated teaching, Universal Design for Learning and collaborative work amongst the various educational stakeholders. The course unit aims to develop skills that will enable future teachers to design, implement and evaluate inclusive teaching practices capable of valuing differences, responding to the needs of each pupil and promoting access, participation and educational success for all, within a framework of social justice and educational quality.
- Details
- Category: Discipline
- Barroso, M. e Ramos, M.- Métodos Quantitativos para as Ciências Sociais. 1ª Edição. Lisboa. Edições Sílabo. 2001. ISBN 972 618 242 Simões, Vasco - Álgebra Linear. 1ª Edição. Lisboa: Edições Orion. 2013. ISBN: 978 972 862 0240 Cabral, I., Perdigão, C., Saiago C. - Álgebra, Teoria e Exercícios. 1ª Edição. Lisboa: Escolar Editora. 2009. ISBN: 978 972 592 239 2 Monteiro, A., Marques, C., Pinto, G., - Álgebra Linear e Geometria Analítica. 1ª edição. S. Paulo:Mc Graw Hill, 2000. ISBN: 978 972 829 8
- Electrical Installations and Automation
- 6082
- 1
- Mathematics I
- IPLUSO6082-1
- 1
- 6
- 0
- 4
- Não
- Português
- Possibility of using appropriate software to carry out certain tasks.
- Mandatory
- - Operate with matrices. Know the properties of operations with matrices. Distinguish different types of matrices and identify their properties. Condense arrays. - Perform calculations with determinants. - Analyze the nature of systems of linear equations and solve them whenever possible. - Determine eigenvalues and eigenvectors and diagonalize a diagonalizable matrix. - Know the external, internal and mixed product. - Provide post-secondary mathematics "tools" that allow the trainee to apply it in other curricular units of the study cycle and also support for further studies. - Develop reflection and criticism skills.
- 1. Arrays. Notion, types of matrices, operations, characteristic and invertible matrices. 2. Determinants, notion, properties and Laplace's theorem 3. Systems of linear equations; Solving systems of linear equations Gaussian elimination method and Cramer's rule. 4. Vectors and eigenvalues. Diagonalization of matrices 5. Inner product, outer product and mixed product
Descrição Data Limite Ponderação 1º Teste de avaliação avaliação contínua semana 9 40% 2º Teste de avaliação avaliação contínua semana 14 45% Trabalho escrito semana 11 10 % Componente de participação (contexto e pertinência das questões colocadas, empenho, tarefas desenvolvidas na aula e assiduidade) Ao longo do semestre 5 % - Semestral
- In a post-secondary cycle of studies in the area of technologies and engineering, curricular units in the scientific area of Mathematics play an important role. They are essential for students to acquire the basic knowledge needed in other curricular units of the study cycle that require mathematical knowledge or other skills and competences acquired by working in the units in this area. The Mathematics I unit assumes a fundamental and relevant role in the beginning of students' mathematical training. Mathematical content is essential in the training of qualified staff, both in the understanding and consolidation of different concepts, and in the specific knowledge of their applicability. Concepts of logic, matrices, operations with matrices, calculus of determinants, resolution and discussion of systems of equations and vectors and eigenvalues with application in other areas of the study cycle are explored.
- Details
- Category: Discipline
- . Butler, J. (2002). Gender trouble. Routledge. . Cota, C. et al. (2022). Contemporary Art Therapists: Study of Identity Within Artmaking. LMU. . Cottingham, L. (2013). Seeing through the seventies: essays on feminism and art. Routledge. . Goffman, E. (2016). The presentation of self in everyday life. Em: Social Theory Re-Wired (pp. 482-493). . Jones, A. (2013). Seeing differently: A history and theory of identification and the visual arts. Routledge. . Kaprow, A. (2003). Essays on the blurring of art and life: Expanded edition. Univ of California Press. . Pollock, G. (2015). Vision and difference: Feminism, femininity and histories of art. Routledge. . Rubin, R. (2023) The Creative Act: a Way of Being. Penguin Press. . Santos, R. A. F. D. (2016). A construção da identidade afrodescendente por meio das artes visuais contemporâneas: estudos de produções e de poéticas. Unesp. . West, S. (2004). Portraiture. OUP Oxford.
- Drawing
- 6947
- 26963
- Art and Identity
- IPLUSO6947-1-26963
- 1
- 5
- 1186
- 4
- Não
- Português
- The pedagogical approach combines expository teaching with active learning methods. Each module begins with a theoretical presentation that provides students with the necessary context for the topics under discussion. Following the theoretical exposition, students engage in practical and collaborative activities that encourage them to apply the issues addressed to their own practice and perspective. These exercises range from the development of quick sketches exploring aspects of personal identity to the creation of more elaborate works that incorporate the studied theories and concepts. The teaching methodology culminates in the development and presentation of a final, open-ended project centred on the concept of identity. This project must include an oral presentation and be accompanied by an explanatory text, both of which are integrated into the final portfolio used for assessment.
- Optional
- This theoretical-practical course unit aims to: . Equip students to understand and explore the concept of identity through various prisms, such as cultural, social, gender, and individual; . Promote a deep understanding of the representation of identity in art, both in practice and theory; . Foster students' ability to incorporate concepts and debates about identity into their own works, thereby enhancing authorship and originality; . Establish connections between the artistic representation of identity and the cultural and social contexts in which it is situated; . Develop skills for effectively communicating about themes of identity in art, both orally and in writing; . Encourage dialogue and collaboration among students from the three areas of specialization, thereby advancing an interdisciplinary approach to the study of identity in art.
- 1. Theoretical Introduction to Concepts of Identity: Individual, social, cultural, and gender. Exercise representing one aspect of the student's personal identity. 2. Identity in Different Cultures and Social Contexts: Creation of artwork that reflects various cultural or social aspects of identity. 3. Historical and Contemporary Representations: Recreation or adaptation of a historical work, incorporating elements of modern identity. 4. Gender and Identity: Creation of sketches or illustrations that explore gender issues. 5. Techniques and Mediums: Experimentation with different mediums to represent identity. 6. Development and Conclusion of a Final Project. 7. Portfolio Presentation with Written Explanatory Text and Oral Presentation of the Final Project: Group critique session.
Esta UC segue um método de avaliação contínuo e presencial.
Ponderação da Avaliação:
Exercícios práticos: 20%
Projeto Final: 50 %
Portfolio, texto escrito e apresentação oral: 15%
Assiduidade, participação e pontualidade: 15%
De acordo com o Regulamento de Avaliação da IES, é mandatório que os estudantes cumpram com um requisito de presença mínima nas aulas para aprovação na unidade curricular. A falta de cumprimento desta exigência resultará na necessidade de prestação de exame.
Exame de Recurso:
O exame de recurso será dividido em duas partes: um exame prático que contará 50% e a apresentação de todos os trabalhos realizados ao longo do semestre, que também terá um peso de 50%.
This course unit (UC) follows a method of continuous and in-person assessment.
Assessment Weighting:
Practical Exercises: 20%
Final Project: 50%
Portfolio, Written Text, and Oral Presentation: 15%
Attendance, Participation, and Punctuality: 15%
In accordance with the Assessment Regulations of the Higher Education Institution, it is mandatory for students to meet a minimum
attendance requirement for passing the course unit. Failure to comply with this requirement will necessitate taking an examination.
Resit Exam: The resit exam will be divided into two parts: a practical exam accounting for 50% and the presentation of all work completed throughout the semester, which will also carry a weight of 50%.
- Semestral
- The course explores the concept of identity in art from multiple perspectives, promoting the critical integration of these debates into individual artistic practice and interdisciplinary contexts.
