Beruflich Dokumente
Kultur Dokumente
A4. Grau:
Mestre
A7.1. Classificao da rea principal do ciclo de estudos (3 algarismos), de acordo com a Portaria n. 256/2005, de 16
de Maro (CNAEF):
524
A7.2. Classificao da rea secundria do ciclo de estudos (3 algarismos), de acordo com a Portaria n. 256/2005, de
16 de Maro (CNAEF), se aplicvel:
<sem resposta>
A7.3. Classificao de outra rea secundria do ciclo de estudos (3 algarismos), de acordo com a Portaria n.
256/2005, de 16 de Maro (CNAEF), se aplicvel:
<sem resposta>
A12. Percursos alternativos como ramos, variantes, reas de especializao do mestrado ou especialidades do
doutoramento em que o ciclo de estudos se estrutura (se aplicvel):
Sim (por favor preencha a tabela A 12.1. Ramos, opes, perfis, maior/menor, ou outras)
A12.1. Ramos, opes, perfis, maior/menor, ou outras formas de organizao de percursos alternativos em que o
ciclo de estudos se estrutura (se aplicvel) / Branches, options, profiles, major/minor, or other forms of
organisation of alternative paths compatible with the structure of the study cycle (if applicable)
Opes/Ramos/... (se aplicvel): Options/Branches/... (if applicable):
Processos e Produto Processes and Product
Energia e Ambiente Energy and Environment
Biotecnologia Biotechnology
A13.2. Grau:
Mestre
A13.3. Ramo, variante, rea de especializao do mestrado ou especialidade do doutoramento (se aplicvel):
Biotecnologia
A13.3. Branch, option, specialization area of the master or speciality of the PhD (if applicable):
Biotechnology
A13.4. reas cientficas e crditos que devem ser reunidos para a obteno do grau / Scientific areas and credits
that must be obtained before a degree is awarded
Sigla / ECTS Obrigatrios / ECTS Optativos /
rea Cientfica / Scientific Area
Acronym Mandatory ECTS Optional ECTS*
Cincias Tecnolgicas (Engenharia Qumica)/Technological Sciences
CTEQ 72 0
(Chemical Engineering)
Cincias Fsicas (Qumica)/Physical Sciences (Chemistry) Q 41.5 0
Cincias Fsicas (Matemtica)/Physical Sciences (Mathematics) M 35 0
Cincias Fsicas (Fsica)/Physical Sciences (Physics) F 18 0
Cincias Tecnolgicas/Technological Sciences CT 6 0
Cincias Tecnolgicas (Projecto)/Technological Sciences (Project) CTP 54 0
Cincias Sociais/Social Science CS 4.5 0
Cincias Naturais (Cincias Biolgicas)/Natural Sciences (Biological
CN 6 0
Sciences)
Cincias Tecnolgicas (Engenharia de Bioprocessos)/ Technological
CTEB 36 0
Sciences (Bioprocess Engineering)
Cincias Tecnolgicas (Biotecnologia)/Technological Sciences
BIOTEC 12 0
(Biotechnology)
Economia/Economy ECON 3 0
Qualquer rea cientfica/Any scientific area UP 0 12
(12 Items) 288 12
A13.2. Grau:
Mestre
A13.3. Ramo, variante, rea de especializao do mestrado ou especialidade do doutoramento (se aplicvel):
Energia e Ambiente
A13.3. Branch, option, specialization area of the master or speciality of the PhD (if applicable):
Energy and Environment
A13.4. reas cientficas e crditos que devem ser reunidos para a obteno do grau / Scientific areas and credits
that must be obtained before a degree is awarded
Sigla / ECTS Obrigatrios / ECTS Optativos /
rea Cientfica / Scientific Area
Acronym Mandatory ECTS Optional ECTS*
Cincias Tecnolgicas (Engenharia Qumica)/Technological
CTEQ 84 0
Sciences (Chemical Engineering)
Cincias Fsicas (Qumica)/Physical Sciences (Chemistry) Q 41.5 0
Cincias Fsicas (Matemtica)/Physical Sciences (Mathematics) M 35 0
Cincias Fsicas (Fsica)/Physical Sciences (Physics) F 18 0
Cincias Tecnolgicas/Technological Sciences CT 36 0
Cincias Tecnolgicas (Projecto)/Technological Sciences (Project) CTP 66 0
A13.2. Grau:
Mestre
A13.3. Ramo, variante, rea de especializao do mestrado ou especialidade do doutoramento (se aplicvel):
Processos e Produto
A13.3. Branch, option, specialization area of the master or speciality of the PhD (if applicable):
Processes and Product
A13.4. reas cientficas e crditos que devem ser reunidos para a obteno do grau / Scientific areas and credits
that must be obtained before a degree is awarded
Sigla / ECTS Obrigatrios / ECTS Optativos /
rea Cientfica / Scientific Area
Acronym Mandatory ECTS Optional ECTS*
Cincias Tecnolgicas (Engenharia Qumica)/Technological Sciences
CTEQ 96 6
(Chemical Engineering)
Cincias Fsicas (Qumica)/Physical Sciences (Chemistry) Q 41.5 0
Cincias Fsicas (Matemtica)/Physical Sciences (Mathematics) M 35 0
Cincias Fsicas (Fsica)/Physical Sciences (Physics) F 18 0
Cincias Tecnolgicas/Technological Sciences CT 18 0
Cincias Tecnolgicas (Projecto)/Technological Sciences (Project) CTP 54 0
Cincias Sociais/Social Science CS 10.5 0
Cincias Naturais (Cincias Biolgicas)/Natural Sciences (Biological
CN 6 0
Sciences)
Economia/Economy ECON 6 0
Cincias Tecnolgicas (Engenharia de Bioprocessos)/Technological
CTEB 0 0
Sciences (Bioprocess Engineering)
Cincias Tecnolgicas (Engenharia Qumica)/Cincias Sociais/Cincias CTEQ/CS
0 9
Tecnolgicas/Cincias Tecnolgicas (Engenharia de Bioprocessos) /CT/CTEB
(11 Items) 285 15
A14.2. Grau:
Mestre
A14.3. Ramo, variante, rea de especializao do mestrado ou especialidade do doutoramento (se aplicvel):
A14.3. Branch, option, specialization area of the master or speciality of the PhD (if applicable):
A14.2. Grau:
Mestre
A14.3. Ramo, variante, rea de especializao do mestrado ou especialidade do doutoramento (se aplicvel):
A14.3. Branch, option, specialization area of the master or speciality of the PhD (if applicable):
A14.2. Grau:
Mestre
A14.3. Ramo, variante, rea de especializao do mestrado ou especialidade do doutoramento (se aplicvel):
A14.3. Branch, option, specialization area of the master or speciality of the PhD (if applicable):
A14.2. Grau:
Mestre
A14.3. Ramo, variante, rea de especializao do mestrado ou especialidade do doutoramento (se aplicvel):
A14.3. Branch, option, specialization area of the master or speciality of the PhD (if applicable):
A14.2. Grau:
Mestre
A14.3. Ramo, variante, rea de especializao do mestrado ou especialidade do doutoramento (se aplicvel):
A14.3. Branch, option, specialization area of the master or speciality of the PhD (if applicable):
A14.2. Grau:
Mestre
A14.3. Ramo, variante, rea de especializao do mestrado ou especialidade do doutoramento (se aplicvel):
A14.3. Branch, option, specialization area of the master or speciality of the PhD (if applicable):
A14.2. Grau:
Mestre
A14.3. Ramo, variante, rea de especializao do mestrado ou especialidade do doutoramento (se aplicvel):
Processos e Produto
A14.3. Branch, option, specialization area of the master or speciality of the PhD (if applicable):
Processes and Product
A14.2. Grau:
Mestre
A14.3. Ramo, variante, rea de especializao do mestrado ou especialidade do doutoramento (se aplicvel):
Processos e Produto
A14.3. Branch, option, specialization area of the master or speciality of the PhD (if applicable):
Processes and Product
A14.2. Grau:
Mestre
A14.3. Ramo, variante, rea de especializao do mestrado ou especialidade do doutoramento (se aplicvel):
Energia e Ambiente
A14.3. Branch, option, specialization area of the master or speciality of the PhD (if applicable):
Energy and Environment
A14.2. Grau:
Mestre
A14.3. Ramo, variante, rea de especializao do mestrado ou especialidade do doutoramento (se aplicvel):
Energia e Ambiente
A14.3. Branch, option, specialization area of the master or speciality of the PhD (if applicable):
Energy and Environment
Engenharia Qumica
A14.2. Grau:
Mestre
A14.3. Ramo, variante, rea de especializao do mestrado ou especialidade do doutoramento (se aplicvel):
Biotecnologia
A14.3. Branch, option, specialization area of the master or speciality of the PhD (if applicable):
Biotechnology
A14.2. Grau:
Mestre
A14.3. Ramo, variante, rea de especializao do mestrado ou especialidade do doutoramento (se aplicvel):
Biotecnologia
A14.3. Branch, option, specialization area of the master or speciality of the PhD (if applicable):
Biotechnology
4 ano / 2 semestre
A14.2. Grau:
Mestre
A14.3. Ramo, variante, rea de especializao do mestrado ou especialidade do doutoramento (se aplicvel):
Processos e Produto
A14.3. Branch, option, specialization area of the master or speciality of the PhD (if applicable):
Processes and Product
Projeto de Engenharia/Engineering
CTP Semestral 324 OT: 14 12
Project
Opo Processos e Produto -
Energia Trmica e Eficincia
mnimo 9 ECTS/Option
Energtica/Thermal Energy and CT Semestral 162 TP: 56 6
Process and Product -
Energetic Efficiency
minimum 9 ECTS
Opo Processos e Produto -
Energias Renovveis/Renewable mnimo 9 ECTS/Option
CT Semestral 162 TP: 56 6
Energy Process and Product -
minimum 9 ECTS
Opo Processos e Produto -
Energias Renovveis III/Renewable mnimo 9 ECTS/Option
CT Semestral 162 TP: 56 6
Energy III Process and Product -
minimum 9 ECTS
Opo Processos e Produto -
Gesto e Controlo de Emisses
mnimo 9 ECTS/Option
Gasosas/Management and Control of CT Semestral 162 TP: 56 6
Process and Product -
Air Emissions
minimum 9 ECTS
Opo Processos e Produto -
Gesto Empresarial/Business mnimo 9 ECTS/Option
CS Semestral 81 TP: 28 3
management Process and Product -
minimum 9 ECTS
Opo Processos e Produto -
Informtica Industrial II/Industrial mnimo 9 ECTS/Option
CTEQ Semestral 162 PL: 56 6
Informatics II Process and Product -
minimum 9 ECTS
Opo Processos e Produto -
Materiais Polimricos II/Polymeric mnimo 9 ECTS/Option
CTEQ Semestral 162 TP: 56 6
Material II Process and Product -
minimum 9 ECTS
Opo Processos e Produto -
mnimo 9 ECTS/Option
Mtodos de deciso/Decision Methods CS Semestral 162 T: 28; TP:28 6
Process and Product -
minimum 9 ECTS
Opo Processos e Produto -
Nano Materiais/Sistemas/Fabrico/Nano mnimo 9 ECTS/Option
CT Semestral 81 TP: 28 3
Materials/Systems/ Manufacturing Process and Product -
minimum 9 ECTS
Opo Processos e Produto -
Processos de Separao em
mnimo 9 ECTS/Option
Biotecnologia / Separation CTEB Semestral 162 TP: 56 6
Process and Product -
Processes in Biotechnology
minimum 9 ECTS
Opo Processos e Produto -
Tecnologia Ambiental/Environmental mnimo 9 ECTS/Option
CTEB Semestral 162 TP: 42; PL: 14 6
Technology Process and Product -
minimum 9 ECTS
Opo Processos e Produto -
Tecnologia e Sistemas de Tratamento
mnimo 9 ECTS/Option
de guas/Water Treatment CT Semestral 162 TP: 42; PL:14 6
Process and Product -
Technologies and Systems
minimum 9 ECTS
Opo Processos e Produto -
Engenharia Metablica e
mnimo 9 ECTS/Option
Celular/Metabolic and Cellular CTEB Semestral 162 TP: 42; PL: 28 6
Process and Product -
Engineering
minimum 9 ECTS
(16 Items)
A14.2. Grau:
Mestre
A14.3. Ramo, variante, rea de especializao do mestrado ou especialidade do doutoramento (se aplicvel):
Processos e Produto
A14.3. Branch, option, specialization area of the master or speciality of the PhD (if applicable):
Processes and Product
A14.2. Grau:
Mestre
A14.3. Ramo, variante, rea de especializao do mestrado ou especialidade do doutoramento (se aplicvel):
Energia e Ambiente
A14.3. Branch, option, specialization area of the master or speciality of the PhD (if applicable):
Energy and Environment
A14.2. Grau:
Mestre
A14.3. Ramo, variante, rea de especializao do mestrado ou especialidade do doutoramento (se aplicvel):
Energia e Ambiente
A14.3. Branch, option, specialization area of the master or speciality of the PhD (if applicable):
Energy and Environment
A14.2. Grau:
Mestre
A14.3. Ramo, variante, rea de especializao do mestrado ou especialidade do doutoramento (se aplicvel):
Biotecnologia
A14.3. Branch, option, specialization area of the master or speciality of the PhD (if applicable):
Biotechnology
A14.2. Grau:
Mestre
A14.3. Ramo, variante, rea de especializao do mestrado ou especialidade do doutoramento (se aplicvel):
Biotecnologia
A14.3. Branch, option, specialization area of the master or speciality of the PhD (if applicable):
Biotechnology
A16. Docente(s) responsvel(eis) pela coordenao do ciclo de estudos (a(s) respectiva(s) Ficha(s) Curricular(es)
deve(m) ser apresentada(s) no Mapa VIII)
Diretor do ciclo de estudos: Lus Miguel Palma Madeira
Mapa III
A17.2. Mapa IV. Plano de distribuio dos estudantes pelos locais de estgio.(PDF, mx. 100kB)
Documento com o planeamento da distribuio dos estudantes pelos locais de formao em servio demonstrando
a adequao dos recursos disponveis.
<sem resposta>
A17.3. Recursos prprios da instituio para acompanhamento efectivo dos seus estudantes no
perodo de estgio e/ou formao em servio.
A17.3. Indicao dos recursos prprios da instituio para o acompanhamento efectivo dos seus estudantes nos
estgios e perodos de formao em servio.
<sem resposta>
A17.3. Indication of the institution's own resources to effectively follow its students during the in-service training
periods.
<no answer>
A17.4.1. Normas para a avaliao e seleco dos elementos das instituies de estgio responsveis por
A17.4.1. Normas para a avaliao e seleco dos elementos das instituies de estgio responsveis por
acompanhar os estudantes (PDF, mx. 100kB)
Documento com os mecanismos de avaliao e seleco dos monitores de estgio e formao em servio,
negociados entre a instituio de ensino e as instituies de formao em servio.
<sem resposta>
Mapa V. Orientadores cooperantes de estgio e/ou formao em servio (para ciclos de estudos de formao de
professores).
Mapa V. Orientadores cooperantes de estgio e/ou formao em servio (para ciclo de estudos de formao de
professores) / Map V. External supervisors responsible for following the students activities (only for teacher
training study cycles)
Nome / Instituio ou estabelecimento a Categoria Profissional / Habilitao Profissional / N de anos de servio /
Name que pertence / Institution Professional Title Professional Qualifications No of working years
<sem resposta>
- Existncia de Parte Escolar e Dissertao para este Ciclo de Estudos. Aos estudantes que completem os
primeiros 180 ECTS do ciclo de estudos ser atribudo o Grau de Licenciado em Cincias da Engenharia-Perfil de
"Engenharia Qumica".
- Os dados do campo 5.1. reportam-se ao ano letivo 2012/13 e os dados do campo 7.1.1.,relativos aos diplomados,
reportam-se aos anos 2009/10,2010/11 e 2011/12.
- No ponto 5.1.1.4 dado dispormos de respostas sobre a escolaridade dos pais que no se enquadram nas
tipificadas o valor percentual neste ponto no atinge os 100%.
- No ponto 5.1.1.4. e 5.1.1.5., foi considerada uma mdia dos dados obtidos no inqurito RAIDES12 para o pai e a
me.
- Os dados do campo 7.1.4. reportam-se ao Inqurito aos Diplomados da U. Porto em 2011" promovido pelo
Observatrio do Emprego desta Universidade. No entanto, em relao distribuio dos diplomados por setores
de atividade, foi colocado "0", dada a indisponibilidade de informao relativa a essa distribuio. Contudo,
indicamos a distribuio % dos diplomados por setores de atividade (cerca de 23 meses aps a concluso do
ciclo):
- Na Dissertao, as horas de contacto so definidas com base em 0,5 horas/semana/n de estudantes, deste
modo so indicados para cada docente o nmero de estudantes que lhes foram atribudos.
- No ponto 7.3.4, relativo ao nvel de internacionalizao, os dados percentuais so referentes a 2012/13.
A20. Observations:
- Existence of an academic component and Dissertation for this Study Programme. Students who complete the first
180 ECTS of the study programme will be granted a First Degree in Engineering Sciences- profile Chemical
Engineering.
- Data in section 5.1. refers to the academic year 2012/13 and data in section 7.1.1 . , regarding graduates, refers to
the years 2009/10, 2010/11 and 2011/12.
- In section 5.1.1.4, given that we possess the responses regarding the level of schooling of the parents, which does
not fall in the typified data, the percentage in this section does not reach 100 %.
- In sections 5.1.1.4. and 5.1.1.5., an average of the data obtained in the survey RAIDES12 was considered both for
the father and mother .
- Data in section 7.1.4. refers to the Survey to University of Portos Graduates in 2011, sponsored by this
Universitys Employment Observatory. However, concerning the distribution of graduates according to sectors of
activity, a 0 was attributed, given the unavailability of information on this distribution. Nevertheless, we indicate
the % of graduates according to sectors of activity (about 23 months after completing the programme):
- In the Dissertation, the contact hours are defined based on 0.5 hours / week / number of students, therefore each
teacher is attributed the number of students assigned to them.
- In section 7.3.4, concerning the level of internationalisation, the percentage data refers to 2012/13.
iii. A metodologia sistemtica para organizar informao e resolver problemas essenciais e de complexidade
crescente em Eng. Quim.
iv. A conscincia dos mtodos disponveis para a concepo, projeto, implementao e operao de sistemas em
contextos industriais e sociais, com todas as implicaes inerentes.
Os objetivos do ciclo de estudos, enunciados tambm no ponto anterior, esto portanto em linha com a misso da
unidade orgnica (FEUP). Efetivamente, a misso da FEUP desenvolve-se essencialmente nas reas da engenharia
e afins, tendo como dimenses principais a formao acadmica, as atividades de investigao, desenvolvimento e
inovao em estreita ligao com as formaes de segundo e principalmente de terceiro ciclo e, ainda, as
atividades da terceira misso da Universidade que incluem a transferncia de conhecimento e tecnologia, a
prestao de servios, a oferta de formao contnua, a participao na discusso de polticas nacionais e o
envolvimento na vida econmica, cultural e social da nossa regio e do pas. Deve ver-se como parte integral
dessas dimenses, na sua complementaridade, a formao cultural, cvica e humanista da Comunidade FEUP, a
valorizao da envolvente e do patrimnio e a preservao da memria da instituio.
O MIEQ est tambm em linha com as polticas estratgicas definidas pela FEUP, que podem ser consultadas na
pgina da internet da FEUP em Apresentao > Plano Estratgico.
1.2. Coherence of the study programme's objectives and the institution's mission and strategy.
From the training perspective, the Integrated Masters in Chemical Engineering should encourage students to
develop or increasingly absorb, throughout their learning period, the following aspects:
i. An understanding of the nature and dimension of manufacturing industries with close links to Chemical
Engineering;
ii. An understanding of the physical, chemical and biological principles and their use in analysis process;
iii. A systematic methodology for organising information and solving essential problems of increasing complexity
in Chemical Engineering;
iv. An awareness of the methods available for the conception, design, implementation, and operation of systems in
industrial and social contexts, with all inherent implications.
The objectives of the study cycle, also listed in the previous item, are therefore in line with the mission of the
organisational unit (FEUP). In fact, FEUPs mission is developed in the areas of engineering and the like, having as
main dimensions academic training, research activities, development and innovation, closely connected with the
instruction in the second and third cycles and, in addition, the activities related with the Universitys third mission,
which includes the transfer of knowledge and technology, rendering of services, offer for continuous instruction,
participation in the discussion of national policies and the involvement in economic, cultural and social life of our
region and country. It is regarded as an integral part of those dimensions, in their complementarity, the cultural,
civil and humanist training of FEUPs community, the valorization of the surrounding environment and heritage, and
the preservation of the institutions memory.
The MIEQ is also in accordance with the FEUPs strategic policies, which can be found in its webpage at
Apresentao > Plano Estratgico.
1.3. Meios de divulgao dos objectivos aos docentes e aos estudantes envolvidos no ciclo de estudos.
Tanto os docentes como os estudantes conhecem / devero conhecer os objetivos do ciclo de estudos. A
divulgao dos mesmos essencialmente feita das formas abaixo descritas.
1.3. Means by which the students and teachers involved in the study programme are informed of its objectives.
Both teachers and students know / should know the goals of the study cycle. The divulgence of the latter is mainly
done as described below.
Divulgence to students:
Through activities at secondary education schools or even at FEUP, in student fairs and exhibits, and educational
offers;
At the FEUPs website, in the presentation page of the study cycle;
At the beginning of the academic year, in the study cycles presentation session to new students by the director of
the MIEQ.
2.1.1. Descrio da estrutura organizacional responsvel pelo ciclo de estudo, incluindo a sua aprovao, a reviso e
actualizao dos contedos programticos e a distribuio do servio docente.
O MIEQ possui os rgos de gesto previstos no Regulamento dos MIs:
-Diretor: Lus Miguel P. Madeira, designado pelo Diretor da FEUP*;
-Comisso Cientfica: alm do Diretor do CE, integra 4 professores ou investigadores doutorados por ele
designados* e homologada pelo Diretor da FEUP:
Fernando G. Martins
Joaquim L.B.M. de Faria
Jos M. Loureiro
Manuel A. Moreira Alves
-Comisso de Acompanhamento: alm do Diretor do CE, integra 1 docente por ele designado* e 2 discentes eleitos
pelos pares:
Alexandra Rodrigues Pinto
ngela Rocha, estudante
Fbio Pinto, estudante
*ouvidos os Diretores do(s) departamentos envolvido(s)
O Diretor do MIEQ, em articulao com os Diretores dos departamentos envolvidos, submete ao Diretor da FEUP as
propostas de distribuio de servio docente.
Os contedos programticos das UCs so planeados nas propostas de criao/alterao do MIEQ e so revistos
anualmente em articulao entre os docentes e o Diretor do MIEQ, a quem compete aprovar as fichas das UCs
2.1.1. Description of the organisational structure responsible for the study programme, including its approval, the
syllabus revision and updating, and the allocation of academic service.
The MIEQ has the management bodies set in the IMs Regulations:
-Director: Luis Miguel P. Madeira elected by the Dean of FEUP *;
-Scientific Commission: besides the Director of the study cycle, includes 4 teachers or researchers with a PhD
degree elected by him* and approved by FEUPs Dean:
Fernando G. Martins;
Joaquim B.M. de Faria;
Jos M. Loureiro;
Manuel A. Moreira Alves;
-Monitoring Committee: besides the Director, includes 1 teacher elected by him* and 2 students elected by their
peers:
Alexandra Rodrigues Pinto;
ngela Rocha, student;
Fbio Pinto, student.
*after hearing the Heads of the department (s).
The MIEQ Director, along with the Heads of the departments involved, submits to FEUPS Dean the proposals for
the distribution of the academic service.
The syllabus is set in the proposals for the creation/amendment of the MIEQ and is annually reviewed by the
teachers and the Director of the MIEQ, who is responsible for approving the specifications of the curricular units.
2.1.2. Forma de assegurar a participao activa de docentes e estudantes nos processos de tomada de deciso que
afectam o processo de ensino/aprendizagem e a sua qualidade.
De acordo com o regulamento do MIEQ, para alm do seu Diretor, a sua Comisso Cientfica (CC) e a Comisso de
Acompanhamento (CA) tm um papel ativo nos processos de tomada de deciso que afetam o processo de
ensino/aprendizagem e a qualidade do ciclo de estudos. Sendo a CC constituda por um grupo de professores
doutorados representantes do corpo docente do ciclo de estudos, a sua participao ativa no funcionamento do
ciclo de estudos fica assim assegurada. Por sua vez, a CA constituda, para alm do Diretor do ciclo de estudos e
por um professor doutorado, por dois estudantes que so eleitos pelos seus pares. CA compete verificar o
normal funcionamento do ciclo de estudos e propor ao seu Diretor medidas que visem ultrapassar as dificuldades
funcionais encontradas, assegurando por isso a participao ativa dos estudantes no funcionamento do ciclo de
estudos. ainda de realar que um destes estudantes membro do Conselho Pedaggico da FEUP.
2.1.2. Means to ensure the active participation of academic staff and students in decision-making processes that
have an influence on the teaching/learning process, including its quality.
According to the MIEQ regulation, besides the Director, the Scientific Committee (SC) and the Monitoring
Committee (MC) have an active participation in decision-making processes that influence the teaching/learning
process and the quality of the study cycle. Being the SC constituted by a group of professors with a PhD degree
representing the MIEQ teaching staff, their active participation in the operation of the study cycle is therefore
ensured. Furthermore, besides the Director of the study cycle and a professor holding a PhD, the MC is constituted
by two students chosen by their peers. The MC is responsible for checking the normal operation of the study cycle
and proposes measures to overcome functional difficulties, thus ensuring the active participation of students in the
operation of the study cycle. It is still important to stress that one of these students is a member of the Pedagogical
Council of FEUP.
2.2.1. Quality assurance structures and mechanisms for the study programme.
The study cycles Director is responsible for the quality assurance mechanisms of the study cycle, in direct
collaboration with the Scientific Committee and with the support of the Monitoring Committee. All information and
suggestions for improvement are submitted to the Dean of the Faculty who, together with the Pedagogical Council,
examines, discusses, approves and sends them to the Service for Continuous Improvement of the University of
Portos Head Office for a final decision.
Using the UPs information system, the study cycles Director verifies and approves the syllabus of each course
unit and analyses the final results and the curricular unit reports submitted by teachers. Based on this analysis, the
study cycles Director may propose possible amendments. The Scientific Committee, whenever needed, proposes
amendments to the MIEQ study plan, which are validated by FEUPs Pedagogical and Scientific Councils, being
afterwards submitted to the Head office of the UP for approval.
2.2.2. Indicao do responsvel pela implementao dos mecanismos de garantia da qualidade e sua funo na
instituio.
Diretor do ciclo de estudos: Lus Miguel Palma Madeira
2.2.2. Responsible person for the quality assurance mechanisms and position in the institution.
Director of the Integrated Masters Programme: Lus Miguel Palma Madeira
2.2.3. Procedimentos para a recolha de informao, acompanhamento e avaliao peridica do ciclo de estudos.
A cada ano, o Diretor do Programa de Mestrado Integrado, em colaborao com a Comisso Cientfica e assistido
pela Comisso de Acompanhamento, elabora o Relatrio de Acompanhamento do Programa de Mestrado
Integrado, com referncia ao ano letivo anterior. Este relatrio, que pode conter propostas de modificao ou de
aes de melhoria, submetido ao Diretor da FEUP (ou aos rgos competentes que a Faculdade atribui para este
fim) que o aprecia, discute, aprova e remete para o Servio de Melhoria Contnua da Universidade do Porto para
deciso final. ainda de realar a existncia de outros mecanismos complementares de avaliao, como os
inquritos pedaggicos.
2.2.3. Procedures for the collection of information, monitoring and periodic assessment of the study programme.
Each year, the Director of the Integrated Masters Programme, in collaboration with the Scientific Commission and
assisted by the MC, produces the Integrated Masters Programme Monitoring Report referring to the previous
academic year. This report, which may contain modification propositions or improvement actions, is submitted to
the Dean of FEUP (or to the competent entities that the Faculty provides for this purpose), who assesses,
discusses, approves and forwards it to the Service for Continuous Improvement of the University of Porto for a final
decision. It is important to highlight the existence of other complementary evaluation mechanisms, such as the
pedagogical surveys.
2.2.5. Discusso e utilizao dos resultados das avaliaes do ciclo de estudos na definio de aces de melhoria.
Os resultados das avaliaes do ciclo de estudos so discutidos a diferentes nveis:
- Conselho Pedaggico, em conformidade com as competncias definidas para este rgo no RJIES e nos
Estatutos da U. Porto e da prpria UO.
- Comisso Cientfica do ciclo de estudos que analisa e identifica aes com vista a promover a discusso de
aspetos a melhorar. Discute ainda questes relacionadas com o funcionamento, resultados e estratgias a serem
implementadas no ciclo de estudos.
- Comisso de Acompanhamento do ciclo de estudos que analisa e identifica aspetos a melhorar.
- Comisses nomeadas pela Comisso Cientfica do MIEQ especialmente dedicadas discusso, desenvolvimento
e apresentao de propostas de aes de melhoria especficas do ciclo de estudos, as quais podero
eventualmente envolver representantes de estudantes.
2.2.5. Discussion and use of study programmes evaluation results to define improvement actions.
The evaluation results of the study cycle are discussed at different levels:
- Pedagogic Council, in accordance with the competencies defined for this entity at the RJIES and the Statutes of
the U. Port and the Organic Unit.
- The Scientific Commission of the study cycle, which analyses and identifies actions to promote the discussion of
features to be improved. Furthermore, it discusses issues regarding the operation, results and strategies in need of
implementation in the study cycle.
- The Monitoring Commission of the study cycle, which analyses and identifies features to be improved.
- Committees appointed by the MIEQs Scientific Commission, especially dedicated to the discussion, development
and proposition of specific improvement actions of the study cycle, eventually involving student representatives.
3.1.1 Instalaes fsicas afectas e/ou utilizadas pelo ciclo de estudos (espaos lectivos, bibliotecas, laboratrios,
salas de computadores, etc.).
3.1.2 Principais equipamentos e materiais afectos e/ou utilizados pelo ciclo de estudos (equipamentos didcticos e
cientficos, materiais e TICs).
3.2 Parcerias
Brasil, no mbito de 50 acordos de colaborao existentes entre Instituies de Ensino Superior brasileiras e a
U.Porto, dos quais 37 tm CEs semelhantes na rea de Eng. Quim. Os estudantes do MIEQ tm tambm a
possibilidade, que tem sido bastante utilizada, de realizarem intercmbio na UMBC (EUA) ao abrigo do acordo que
a FEUP mantm com essa universidade norte-americana.
3.2.2 Colaboraes com outros ciclos de estudos, bem como com outras instituies de ensino superior nacionais.
O Departamento de Engenharia Qumica (DEQ) tem ligaes com outros ciclos de estudos da U. Porto e com
outras instituies universitrias, nacionais e estrangeiras. Os docentes do DEQ lecionam noutros ciclos de
estudos, destacando-se em particular a sua participao no Mestrado Integrado em Engenharia do Ambiente
(FEUP) e no Mestrado Integrado em Bioengenharia (MIB), ciclo de estudos este que resulta da parceria entre a
FEUP e o Instituto de Cincias Biomdicas Abel Salazar. Para alm das atividades letivas, os docentes do DEQ
participam ativa e relevantemente nos rgos de gesto dos ciclos de estudo mencionados, tendo inclusive em
alguns casos assumido a direo dos mesmos (ex. MIB).
Algumas unidades curriculares do MIEQ tm sido oferecidas em outros ciclos de estudos da U. Porto e, em sentido
inverso, vrios estudantes do MIEQ podem, ao abrigo do atual plano de estudos, realizar unidades curriculares de
outros ciclos de estudos da U. Porto (por exemplo como UCs optativas).
3.2.2 Collaboration with other study programmes of the same or other institutions of the national higher education
system.
The Department of Chemical Engineering (DEQ) has links to other study cycles of the U. Porto and other
universities, national and foreigner. Teachers of the DEQ lecture at other study cycles, with particular relevance in
the Integrated Master in Environmental Engineering (MIEA) and in the Integrated Master in Bioengineering (MIB),
with the latter resulting of a partnership between FEUP and the Abel Salazar Biomedical Sciences Institute. In
addition to these academic activities, the DEQ teaching staff actively and relevantly participates in the management
organs of the mentioned study cycles, having in some cases assumed the administration of the said cycles (e.g.
MIB).
Some of the MIEQs curricular units have been offered by other study cycles of University of Porto and, inversely,
several students from MIEQ can, under the current syllabus, attend curricular units from other study cycles of
FEUP and the University of Porto (e.g. elective subjects).
3.2.4 Prticas de relacionamento do ciclo de estudos com o tecido empresarial e o sector pblico.
No mbito da unidade curricular Dissertao, existe a possibilidade dos estudantes do MIEQ realizarem o seu
trabalho em ambiente empresarial. Entre 2007/08 e 2012/13, cerca de 35 estudantes realizaram anualmente a
dissertao em empresas e instituies como: Amorim & Imos, CeNTI, CIN, Continental - ITA, CUF, entre outras.
Algumas empresas e organizaes portuguesas atribuem prmios de mrito aos estudantes em Eng. Qumica, tais
como:
1.CIN - Corporao Industrial do Norte, SA;
2.Venervel Ordem Terceira de Nossa Senhora do Carmo do Porto;
3.Continental Mabor - Indstria de Pneus, S.A.
Os estudantes aproveitam ainda outras possibilidades para realizarem a Dissertao em empresas atravs de
programas de mobilidade internacionais existentes: IAESTE, Erasmus-Estgios, Vulcanus e AIESEC. De particular
relevo o Erasmus-Estgios, pois permite aos estudantes fazerem a dissertao numa empresa ou centro de I&D
na Europa (ex.: Bayer - Alemanha, Govi - Blgica, Continental AG - Alemanha).
3.2.4 Relationship of the study programme with business network and the public sector.
Within the curricular unit Dissertation, there is the possibility for the MIEQ students to carry out their work in a
business environment. Between 2007/08 and 2012/13, about 35 students have performed, every year, their
dissertation in firms and institutions like: Amorim & Irmos, CeNTI, CIN, Continental - ITA, CUF, among others.
Some Portuguese companies and organisations give merit awards to students in Chem. Eng., such as:1. CIN -
Corporao Industrial do Norte, SA;
2. Venervel Ordem Terceira de Nossa Senhora do Carmo do Porto;
3. Continental Mabor - Indstria de Pneus, S.A.
Students take advantage of other possibilities for conducting the Dissertation in firms through existing
international mobility programmes: IAESTE, Erasmus-Internships, Vulcanus and AIESEC. It is worth mentioning the
Erasmus-Internship programme, because it allows students to perform the dissertation in a firm or R&D centre in
Europe (e.g.: Bayer - Germany, Govi - Belgium, Continental AG - Germany, etc.).
4.1.1.2. Instituio de ensino superior (preencher apenas quando diferente da instituio proponente mencionada em
A1):
<sem resposta>
4.1.1.3 Unidade Orgnica (preencher apenas quando diferente da unidade orgnica mencionada em A2.):
<sem resposta>
4.1.1.4. Categoria:
Assistente convidado ou equivalente
4.1.1.2. Instituio de ensino superior (preencher apenas quando diferente da instituio proponente mencionada em
A1):
<sem resposta>
4.1.1.3 Unidade Orgnica (preencher apenas quando diferente da unidade orgnica mencionada em A2.):
<sem resposta>
4.1.1.4. Categoria:
Professor Auxiliar convidado ou equivalente
4.1.1.2. Instituio de ensino superior (preencher apenas quando diferente da instituio proponente mencionada em
A1):
<sem resposta>
4.1.1.3 Unidade Orgnica (preencher apenas quando diferente da unidade orgnica mencionada em A2.):
<sem resposta>
4.1.1.4. Categoria:
Assistente convidado ou equivalente
4.1.1.2. Instituio de ensino superior (preencher apenas quando diferente da instituio proponente mencionada em
A1):
<sem resposta>
4.1.1.3 Unidade Orgnica (preencher apenas quando diferente da unidade orgnica mencionada em A2.):
<sem resposta>
4.1.1.4. Categoria:
Professor Associado convidado ou equivalente
4.1.1.2. Instituio de ensino superior (preencher apenas quando diferente da instituio proponente mencionada em
A1):
<sem resposta>
4.1.1.3 Unidade Orgnica (preencher apenas quando diferente da unidade orgnica mencionada em A2.):
<sem resposta>
4.1.1.4. Categoria:
Assistente convidado ou equivalente
4.1.1.2. Instituio de ensino superior (preencher apenas quando diferente da instituio proponente mencionada em
A1):
<sem resposta>
4.1.1.3 Unidade Orgnica (preencher apenas quando diferente da unidade orgnica mencionada em A2.):
<sem resposta>
4.1.1.4. Categoria:
Assistente convidado ou equivalente
4.1.1.2. Instituio de ensino superior (preencher apenas quando diferente da instituio proponente mencionada em
A1):
<sem resposta>
4.1.1.3 Unidade Orgnica (preencher apenas quando diferente da unidade orgnica mencionada em A2.):
<sem resposta>
4.1.1.4. Categoria:
Professor Auxiliar convidado ou equivalente
4.1.1.2. Instituio de ensino superior (preencher apenas quando diferente da instituio proponente mencionada em
A1):
<sem resposta>
4.1.1.3 Unidade Orgnica (preencher apenas quando diferente da unidade orgnica mencionada em A2.):
<sem resposta>
4.1.1.4. Categoria:
Assistente convidado ou equivalente
4.1.1.2. Instituio de ensino superior (preencher apenas quando diferente da instituio proponente mencionada em
A1):
<sem resposta>
4.1.1.3 Unidade Orgnica (preencher apenas quando diferente da unidade orgnica mencionada em A2.):
<sem resposta>
4.1.1.4. Categoria:
Professor Auxiliar convidado ou equivalente
4.1.1.2. Instituio de ensino superior (preencher apenas quando diferente da instituio proponente mencionada em
A1):
<sem resposta>
4.1.1.3 Unidade Orgnica (preencher apenas quando diferente da unidade orgnica mencionada em A2.):
<sem resposta>
4.1.1.4. Categoria:
Professor Auxiliar ou equivalente
4.1.1.2. Instituio de ensino superior (preencher apenas quando diferente da instituio proponente mencionada em
A1):
<sem resposta>
4.1.1.3 Unidade Orgnica (preencher apenas quando diferente da unidade orgnica mencionada em A2.):
<sem resposta>
4.1.1.4. Categoria:
Professor Auxiliar ou equivalente
4.1.1.2. Instituio de ensino superior (preencher apenas quando diferente da instituio proponente mencionada em
A1):
<sem resposta>
4.1.1.3 Unidade Orgnica (preencher apenas quando diferente da unidade orgnica mencionada em A2.):
<sem resposta>
4.1.1.4. Categoria:
Professor Associado ou equivalente
4.1.1.2. Instituio de ensino superior (preencher apenas quando diferente da instituio proponente mencionada em
A1):
<sem resposta>
4.1.1.3 Unidade Orgnica (preencher apenas quando diferente da unidade orgnica mencionada em A2.):
<sem resposta>
4.1.1.4. Categoria:
Professor Auxiliar ou equivalente
4.1.1.2. Instituio de ensino superior (preencher apenas quando diferente da instituio proponente mencionada em
A1):
<sem resposta>
4.1.1.3 Unidade Orgnica (preencher apenas quando diferente da unidade orgnica mencionada em A2.):
<sem resposta>
4.1.1.4. Categoria:
Professor Associado ou equivalente
4.1.1.2. Instituio de ensino superior (preencher apenas quando diferente da instituio proponente mencionada em
A1):
<sem resposta>
4.1.1.3 Unidade Orgnica (preencher apenas quando diferente da unidade orgnica mencionada em A2.):
<sem resposta>
4.1.1.4. Categoria:
Professor Associado ou equivalente
4.1.1.2. Instituio de ensino superior (preencher apenas quando diferente da instituio proponente mencionada em
A1):
<sem resposta>
4.1.1.3 Unidade Orgnica (preencher apenas quando diferente da unidade orgnica mencionada em A2.):
<sem resposta>
4.1.1.4. Categoria:
Professor Associado ou equivalente
Mapa VIII - Maria Alexandra Neves Soares dos Reis Torgal Lobo Xavier
4.1.1.2. Instituio de ensino superior (preencher apenas quando diferente da instituio proponente mencionada em
A1):
<sem resposta>
4.1.1.3 Unidade Orgnica (preencher apenas quando diferente da unidade orgnica mencionada em A2.):
<sem resposta>
4.1.1.4. Categoria:
Assistente convidado ou equivalente
4.1.1.2. Instituio de ensino superior (preencher apenas quando diferente da instituio proponente mencionada em
A1):
<sem resposta>
4.1.1.3 Unidade Orgnica (preencher apenas quando diferente da unidade orgnica mencionada em A2.):
<sem resposta>
4.1.1.4. Categoria:
Professor Associado ou equivalente
4.1.1.2. Instituio de ensino superior (preencher apenas quando diferente da instituio proponente mencionada em
A1):
<sem resposta>
4.1.1.3 Unidade Orgnica (preencher apenas quando diferente da unidade orgnica mencionada em A2.):
<sem resposta>
4.1.1.4. Categoria:
Professor Associado ou equivalente
4.1.1.2. Instituio de ensino superior (preencher apenas quando diferente da instituio proponente mencionada em
A1):
<sem resposta>
4.1.1.3 Unidade Orgnica (preencher apenas quando diferente da unidade orgnica mencionada em A2.):
<sem resposta>
4.1.1.4. Categoria:
Professor Auxiliar ou equivalente
4.1.1.2. Instituio de ensino superior (preencher apenas quando diferente da instituio proponente mencionada em
A1):
<sem resposta>
4.1.1.3 Unidade Orgnica (preencher apenas quando diferente da unidade orgnica mencionada em A2.):
<sem resposta>
4.1.1.4. Categoria:
Assistente convidado ou equivalente
4.1.1.2. Instituio de ensino superior (preencher apenas quando diferente da instituio proponente mencionada em
A1):
<sem resposta>
4.1.1.3 Unidade Orgnica (preencher apenas quando diferente da unidade orgnica mencionada em A2.):
<sem resposta>
4.1.1.4. Categoria:
Professor Auxiliar ou equivalente
4.1.1.2. Instituio de ensino superior (preencher apenas quando diferente da instituio proponente mencionada em
A1):
<sem resposta>
4.1.1.3 Unidade Orgnica (preencher apenas quando diferente da unidade orgnica mencionada em A2.):
<sem resposta>
4.1.1.4. Categoria:
Professor Associado ou equivalente
4.1.1.2. Instituio de ensino superior (preencher apenas quando diferente da instituio proponente mencionada em
A1):
<sem resposta>
4.1.1.3 Unidade Orgnica (preencher apenas quando diferente da unidade orgnica mencionada em A2.):
<sem resposta>
4.1.1.4. Categoria:
Professor Associado ou equivalente
4.1.1.2. Instituio de ensino superior (preencher apenas quando diferente da instituio proponente mencionada em
A1):
<sem resposta>
4.1.1.3 Unidade Orgnica (preencher apenas quando diferente da unidade orgnica mencionada em A2.):
<sem resposta>
4.1.1.4. Categoria:
Professor Auxiliar ou equivalente
4.1.1.2. Instituio de ensino superior (preencher apenas quando diferente da instituio proponente mencionada em
A1):
<sem resposta>
4.1.1.3 Unidade Orgnica (preencher apenas quando diferente da unidade orgnica mencionada em A2.):
<sem resposta>
4.1.1.4. Categoria:
Professor Auxiliar ou equivalente
4.1.1.2. Instituio de ensino superior (preencher apenas quando diferente da instituio proponente mencionada em
A1):
<sem resposta>
4.1.1.3 Unidade Orgnica (preencher apenas quando diferente da unidade orgnica mencionada em A2.):
<sem resposta>
4.1.1.4. Categoria:
4.1.1.2. Instituio de ensino superior (preencher apenas quando diferente da instituio proponente mencionada em
A1):
<sem resposta>
4.1.1.3 Unidade Orgnica (preencher apenas quando diferente da unidade orgnica mencionada em A2.):
<sem resposta>
4.1.1.4. Categoria:
Professor Auxiliar ou equivalente
4.1.1.2. Instituio de ensino superior (preencher apenas quando diferente da instituio proponente mencionada em
A1):
<sem resposta>
4.1.1.3 Unidade Orgnica (preencher apenas quando diferente da unidade orgnica mencionada em A2.):
<sem resposta>
4.1.1.4. Categoria:
Professor Auxiliar ou equivalente
4.1.1.2. Instituio de ensino superior (preencher apenas quando diferente da instituio proponente mencionada em
A1):
<sem resposta>
4.1.1.3 Unidade Orgnica (preencher apenas quando diferente da unidade orgnica mencionada em A2.):
<sem resposta>
4.1.1.4. Categoria:
Professor Auxiliar ou equivalente
4.1.1.2. Instituio de ensino superior (preencher apenas quando diferente da instituio proponente mencionada em
A1):
<sem resposta>
4.1.1.3 Unidade Orgnica (preencher apenas quando diferente da unidade orgnica mencionada em A2.):
<sem resposta>
4.1.1.4. Categoria:
Professor Catedrtico ou equivalente
4.1.1.2. Instituio de ensino superior (preencher apenas quando diferente da instituio proponente mencionada em
A1):
<sem resposta>
4.1.1.3 Unidade Orgnica (preencher apenas quando diferente da unidade orgnica mencionada em A2.):
<sem resposta>
4.1.1.4. Categoria:
Professor Auxiliar ou equivalente
4.1.1.2. Instituio de ensino superior (preencher apenas quando diferente da instituio proponente mencionada em
A1):
<sem resposta>
4.1.1.3 Unidade Orgnica (preencher apenas quando diferente da unidade orgnica mencionada em A2.):
<sem resposta>
4.1.1.4. Categoria:
Professor Associado ou equivalente
4.1.1.2. Instituio de ensino superior (preencher apenas quando diferente da instituio proponente mencionada em
A1):
<sem resposta>
4.1.1.3 Unidade Orgnica (preencher apenas quando diferente da unidade orgnica mencionada em A2.):
<sem resposta>
4.1.1.4. Categoria:
Professor Associado ou equivalente
4.1.1.2. Instituio de ensino superior (preencher apenas quando diferente da instituio proponente mencionada em
A1):
<sem resposta>
4.1.1.3 Unidade Orgnica (preencher apenas quando diferente da unidade orgnica mencionada em A2.):
<sem resposta>
4.1.1.4. Categoria:
Professor Associado ou equivalente
4.1.1.2. Instituio de ensino superior (preencher apenas quando diferente da instituio proponente mencionada em
A1):
<sem resposta>
4.1.1.3 Unidade Orgnica (preencher apenas quando diferente da unidade orgnica mencionada em A2.):
<sem resposta>
4.1.1.4. Categoria:
Professor Catedrtico ou equivalente
4.1.1.2. Instituio de ensino superior (preencher apenas quando diferente da instituio proponente mencionada em
A1):
<sem resposta>
4.1.1.3 Unidade Orgnica (preencher apenas quando diferente da unidade orgnica mencionada em A2.):
<sem resposta>
4.1.1.4. Categoria:
Professor Associado ou equivalente
4.1.1.2. Instituio de ensino superior (preencher apenas quando diferente da instituio proponente mencionada em
A1):
<sem resposta>
4.1.1.3 Unidade Orgnica (preencher apenas quando diferente da unidade orgnica mencionada em A2.):
<sem resposta>
4.1.1.4. Categoria:
Professor Associado ou equivalente
4.1.1.2. Instituio de ensino superior (preencher apenas quando diferente da instituio proponente mencionada em
A1):
<sem resposta>
4.1.1.3 Unidade Orgnica (preencher apenas quando diferente da unidade orgnica mencionada em A2.):
<sem resposta>
4.1.1.4. Categoria:
Professor Associado ou equivalente
4.1.1.2. Instituio de ensino superior (preencher apenas quando diferente da instituio proponente mencionada em
A1):
<sem resposta>
4.1.1.3 Unidade Orgnica (preencher apenas quando diferente da unidade orgnica mencionada em A2.):
<sem resposta>
4.1.1.4. Categoria:
Professor Catedrtico ou equivalente
4.1.1.2. Instituio de ensino superior (preencher apenas quando diferente da instituio proponente mencionada em
A1):
<sem resposta>
4.1.1.3 Unidade Orgnica (preencher apenas quando diferente da unidade orgnica mencionada em A2.):
<sem resposta>
4.1.1.4. Categoria:
Professor Associado ou equivalente
4.1.1.2. Instituio de ensino superior (preencher apenas quando diferente da instituio proponente mencionada em
A1):
<sem resposta>
4.1.1.3 Unidade Orgnica (preencher apenas quando diferente da unidade orgnica mencionada em A2.):
<sem resposta>
4.1.1.4. Categoria:
Professor Auxiliar ou equivalente
4.1.1.2. Instituio de ensino superior (preencher apenas quando diferente da instituio proponente mencionada em
A1):
<sem resposta>
4.1.1.3 Unidade Orgnica (preencher apenas quando diferente da unidade orgnica mencionada em A2.):
<sem resposta>
4.1.1.4. Categoria:
Professor Associado ou equivalente
4.1.1.2. Instituio de ensino superior (preencher apenas quando diferente da instituio proponente mencionada em
A1):
<sem resposta>
4.1.1.3 Unidade Orgnica (preencher apenas quando diferente da unidade orgnica mencionada em A2.):
<sem resposta>
4.1.1.4. Categoria:
Professor Auxiliar ou equivalente
4.1.1.2. Instituio de ensino superior (preencher apenas quando diferente da instituio proponente mencionada em
A1):
<sem resposta>
4.1.1.3 Unidade Orgnica (preencher apenas quando diferente da unidade orgnica mencionada em A2.):
<sem resposta>
4.1.1.4. Categoria:
Professor Auxiliar ou equivalente
4.1.1.2. Instituio de ensino superior (preencher apenas quando diferente da instituio proponente mencionada em
A1):
<sem resposta>
4.1.1.3 Unidade Orgnica (preencher apenas quando diferente da unidade orgnica mencionada em A2.):
<sem resposta>
4.1.1.4. Categoria:
Professor Associado ou equivalente
4.1.1.2. Instituio de ensino superior (preencher apenas quando diferente da instituio proponente mencionada em
A1):
<sem resposta>
4.1.1.3 Unidade Orgnica (preencher apenas quando diferente da unidade orgnica mencionada em A2.):
<sem resposta>
4.1.1.4. Categoria:
Professor Associado ou equivalente
4.1.1.2. Instituio de ensino superior (preencher apenas quando diferente da instituio proponente mencionada em
A1):
<sem resposta>
4.1.1.3 Unidade Orgnica (preencher apenas quando diferente da unidade orgnica mencionada em A2.):
<sem resposta>
4.1.1.4. Categoria:
Professor Auxiliar ou equivalente
4.1.1.2. Instituio de ensino superior (preencher apenas quando diferente da instituio proponente mencionada em
A1):
<sem resposta>
4.1.1.3 Unidade Orgnica (preencher apenas quando diferente da unidade orgnica mencionada em A2.):
<sem resposta>
4.1.1.4. Categoria:
Professor Auxiliar ou equivalente
4.1.1.2. Instituio de ensino superior (preencher apenas quando diferente da instituio proponente mencionada em
A1):
<sem resposta>
4.1.1.3 Unidade Orgnica (preencher apenas quando diferente da unidade orgnica mencionada em A2.):
<sem resposta>
4.1.1.4. Categoria:
Professor Auxiliar ou equivalente
4.1.1.2. Instituio de ensino superior (preencher apenas quando diferente da instituio proponente mencionada em
A1):
<sem resposta>
4.1.1.3 Unidade Orgnica (preencher apenas quando diferente da unidade orgnica mencionada em A2.):
<sem resposta>
4.1.1.4. Categoria:
Professor Associado ou equivalente
4.1.1.2. Instituio de ensino superior (preencher apenas quando diferente da instituio proponente mencionada em
A1):
<sem resposta>
4.1.1.3 Unidade Orgnica (preencher apenas quando diferente da unidade orgnica mencionada em A2.):
<sem resposta>
4.1.1.4. Categoria:
Professor Associado ou equivalente
4.1.1.2. Instituio de ensino superior (preencher apenas quando diferente da instituio proponente mencionada em
A1):
<sem resposta>
4.1.1.3 Unidade Orgnica (preencher apenas quando diferente da unidade orgnica mencionada em A2.):
<sem resposta>
4.1.1.4. Categoria:
Professor Auxiliar ou equivalente
4.1.1.2. Instituio de ensino superior (preencher apenas quando diferente da instituio proponente mencionada em
A1):
<sem resposta>
4.1.1.3 Unidade Orgnica (preencher apenas quando diferente da unidade orgnica mencionada em A2.):
<sem resposta>
4.1.1.4. Categoria:
Professor Catedrtico ou equivalente
4.1.1.2. Instituio de ensino superior (preencher apenas quando diferente da instituio proponente mencionada em
A1):
<sem resposta>
4.1.1.3 Unidade Orgnica (preencher apenas quando diferente da unidade orgnica mencionada em A2.):
<sem resposta>
4.1.1.4. Categoria:
Professor Auxiliar ou equivalente
4.1.1.2. Instituio de ensino superior (preencher apenas quando diferente da instituio proponente mencionada em
A1):
<sem resposta>
4.1.1.3 Unidade Orgnica (preencher apenas quando diferente da unidade orgnica mencionada em A2.):
<sem resposta>
4.1.1.4. Categoria:
Professor Auxiliar ou equivalente
4.1.1.2. Instituio de ensino superior (preencher apenas quando diferente da instituio proponente mencionada em
A1):
<sem resposta>
4.1.1.3 Unidade Orgnica (preencher apenas quando diferente da unidade orgnica mencionada em A2.):
<sem resposta>
4.1.1.4. Categoria:
Professor Auxiliar ou equivalente
4.1.1.2. Instituio de ensino superior (preencher apenas quando diferente da instituio proponente mencionada em
A1):
<sem resposta>
4.1.1.3 Unidade Orgnica (preencher apenas quando diferente da unidade orgnica mencionada em A2.):
<sem resposta>
4.1.1.4. Categoria:
4.1.1.2. Instituio de ensino superior (preencher apenas quando diferente da instituio proponente mencionada em
A1):
<sem resposta>
4.1.1.3 Unidade Orgnica (preencher apenas quando diferente da unidade orgnica mencionada em A2.):
<sem resposta>
4.1.1.4. Categoria:
Professor Auxiliar ou equivalente
4.1.1.2. Instituio de ensino superior (preencher apenas quando diferente da instituio proponente mencionada em
A1):
<sem resposta>
4.1.1.3 Unidade Orgnica (preencher apenas quando diferente da unidade orgnica mencionada em A2.):
<sem resposta>
4.1.1.4. Categoria:
Professor Auxiliar ou equivalente
4.1.1.2. Instituio de ensino superior (preencher apenas quando diferente da instituio proponente mencionada em
A1):
<sem resposta>
4.1.1.3 Unidade Orgnica (preencher apenas quando diferente da unidade orgnica mencionada em A2.):
<sem resposta>
4.1.1.4. Categoria:
Professor Auxiliar ou equivalente
4.1.1.2. Instituio de ensino superior (preencher apenas quando diferente da instituio proponente mencionada em
A1):
<sem resposta>
4.1.1.3 Unidade Orgnica (preencher apenas quando diferente da unidade orgnica mencionada em A2.):
<sem resposta>
4.1.1.4. Categoria:
Professor Auxiliar ou equivalente
4.1.1.2. Instituio de ensino superior (preencher apenas quando diferente da instituio proponente mencionada em
A1):
<sem resposta>
4.1.1.3 Unidade Orgnica (preencher apenas quando diferente da unidade orgnica mencionada em A2.):
<sem resposta>
4.1.1.4. Categoria:
Assistente convidado ou equivalente
4.1.1.2. Instituio de ensino superior (preencher apenas quando diferente da instituio proponente mencionada em
A1):
<sem resposta>
4.1.1.3 Unidade Orgnica (preencher apenas quando diferente da unidade orgnica mencionada em A2.):
<sem resposta>
4.1.1.4. Categoria:
Professor Auxiliar ou equivalente
4.1.1.2. Instituio de ensino superior (preencher apenas quando diferente da instituio proponente mencionada em
A1):
<sem resposta>
4.1.1.3 Unidade Orgnica (preencher apenas quando diferente da unidade orgnica mencionada em A2.):
<sem resposta>
4.1.1.4. Categoria:
Professor Catedrtico ou equivalente
4.1.1.2. Instituio de ensino superior (preencher apenas quando diferente da instituio proponente mencionada em
A1):
<sem resposta>
4.1.1.3 Unidade Orgnica (preencher apenas quando diferente da unidade orgnica mencionada em A2.):
<sem resposta>
4.1.1.4. Categoria:
Assistente convidado ou equivalente
4.1.1.2. Instituio de ensino superior (preencher apenas quando diferente da instituio proponente mencionada em
A1):
<sem resposta>
4.1.1.3 Unidade Orgnica (preencher apenas quando diferente da unidade orgnica mencionada em A2.):
<sem resposta>
4.1.1.4. Categoria:
Professor Auxiliar convidado ou equivalente
4.1.2 Equipa docente do ciclo de estudos (preenchimento automtico aps submisso do guio)
<sem resposta>
4.1.3.1.b Percentagem dos docentes do ciclo de estudos em tempo integral na instituio (campo de preenchimento
automtico, calculado aps a submisso do formulrio)
95,3
4.1.3.2.a Nmero de docentes do ciclo de estudos em tempo integral com uma ligao instituio por um perodo
4.1.3.2.b Percentagem dos docentes do ciclo de estudos em tempo integral com uma ligao instituio por um
perodo superior a trs anos (campo de preenchimento automtico, calculado aps a submisso do formulrio)
93,5
4.1.3.3.a Nmero de docentes do ciclo de estudos em tempo integral com grau de doutor
53
4.1.3.3.b Percentagem de docentes do ciclo de estudos em tempo integral com grau de doutor (campo de
preenchimento automtico, calculado aps a submisso do formulrio)
93,5
4.1.3.4.a Nmero (ETI) de docentes do ciclo de estudos inscritos em programas de doutoramento h mais de um ano
0,8
4.1.3.4.b Percentagem dos docentes do ciclo de estudos inscritos em programas de doutoramento h mais de um
ano (campo de preenchimento automtico calculado aps a submisso do formulrio)
1,4
4.1.3.5.a Nmero (ETI) de docentes do ciclo de estudos no doutorados com grau de mestre (pr-Bolonha)
1,1
4.1.3.5.b Percentagem dos docentes do ciclo de estudos no doutorados com grau de mestre (pr-Bolonha) (campo
de preenchimento automtico calculado aps a submisso do formulrio)
1,9
4.1.4. Procedimento de avaliao do desempenho do pessoal docente e medidas para a sua permanente
actualizao
O artigo 74.-A do Estatuto da Carreira Docente Universitria, Decreto-Lei n. 205/2009, de 31 de Agosto, determina
que os docentes esto sujeitos a um regime de avaliao do desempenho constante de regulamento a aprovar por
cada instituio de ensino superior. Na Faculdade de Engenharia da Universidade do Porto, o regulamento para a
avaliao do desempenho dos docentes encontra-se publicado em Dirio da Repblica, 2 srie, n. 73, de 12 de
abril de 2012, despacho n. 5096/2012.
Complementarmente estabeleceram-se procedimentos para avaliar o processo de ensino-aprendizagem, atravs da
realizao de inquritos pedaggicos que se realizam no final de cada semestre letivo. Os resultados desses
inquritos, em conjunto com o historial de sucesso escolar nas unidades curriculares, so utilizados na anlise de
funcionamento do ciclo de estudos e na atribuio de prmios de incentivo pedaggico aos docentes da FEUP.
O Laboratrio de Ensino e Aprendizagem, LEA (criado na FEUP em 2008 numa parceria com a Faculdade de
Psicologia e Cincias da Educao, FPCEUP), tem em curso dois projetos que visam melhorar a qualidade do
ensino e aprendizagem, atravs de um desempenho pedaggico superior com vista a promover o sucesso escolar:
- De par em par. Consiste na observao de aulas em reciprocidade e uma ao de formao multidisciplinar,
voluntria e de confidencialidade garantida. A observao de aulas em tempo real e no ambiente original baseada
no conceito de amigo crtico (observao de pares) onde o docente observado recolhe de um colega observador
informaes sobre as suas prticas na sala de aula de modo a aumentar a sua sensibilidade pedaggica, atuando
tanto na posio de observado como na de observador.
- Assessorias Pedaggicas. Com base nos resultados dos inquritos pedaggicos e no historial de sucesso
escolar so efetuados estudos que procuram identificar em cada unidade curricular necessidades de interveno
capazes de melhorar globalmente os ndices de desempenho relativos qualidade de ensino e aprendizagem.
Anualmente feito um levantamento das necessidades de formao dos recursos humanos da Universidade do
Porto, sendo disponibilizadas aes de formaes para o pessoal docente, entre os quais se destacam as
seguintes: Formao de Professores / Formadores e Cincias da Educao; Biblioteconomia; Cincias da
Informao.
A atividade de investigao e desenvolvimento do MIEQ est enquadrada pela afectao s Unidades de I&D e
Laboratrios Associados do sistema cientfico nacional, como uma programao prpria de aces cientfico-
tecnolgicas que contribuem para o enriquecimento e valorizao do corpo docente. Adicionalmente os docentes
do MIEQ participam em aces especficas de Sociedades e Organizaes, nacionais e internacionais, que
permitem uma constante atualizao dos conhecimentos. No todo, esta actividade reflecte-se no excelente
posicionamento alcanado em diversos Rankings internacionais.
4.1.4. Assessment of academic staff performance and measures for its permanent updating
The article No. 74-A of the University Teaching Career Code, Decree-Law No. 205/2009 of 31 August, states that
professors are subjected to a performance evaluation scheme defined in the regulation to be approved by each
higher education institution.
At the Faculty of Engineering of University of Porto, the rules for evaluating the performance of the teaching staff is
published in Dirio da Repblica, 2nd series, No. 73, of 12 April, 2012, Dispatch No. 5096/2012. Additional
procedures to evaluate the teaching-learning process were established by conducting educational surveys that take
place at the end of each semester. The results of these inquiries, together with the monitoring of academic success
in curricular units, are used in the analysis of the study cycles performance and in the assignment of incentive
awards for the teaching staff.
In 2008, FEUP in cooperation with the Faculty of Psychology and Educational Sciences (FPCEUP) created the
Laboratory of Teaching and Learning (LEA) with the aim of improving the quality of teaching and learning, through
projects and training initiatives, in order to increase pedagogic performance and promote academic success. The
projects currently in progress are the following:
- "From peer to peer" consists in the observation of classes in collaboration and it is a volunteer multidisciplinary
training with guaranteed confidentiality. The observation of classes based on the critical friend concept (
observation by peers), relies on the confidence displayed by the teacher who is being observed by his /her peers in
order to obtain an observation of his/her pedagogical practices, and increase the his/her pedagogic sensibility, both
as the one that observes and is, in his/her turn, observed.
"Pedagogical Consultancies" seek to improve the quality of teaching and learning at FEUP, by analysing the results
of the pedagogical surveys and the school success records. Case studies are conducted randomly seeking to
identify the reasons that explain them and propose measures to improve the overall performance indexes.
A survey regarding the UP human resources training is annually carried out, with instruction activities being
available to teaching staff, among which are the following training areas: Training of Teachers / Trainers and
Educational Sciences; Bibliotheconomy; Computer Sciences.
The research and development activity of the MIEQ framed by the allocation to the R&D Units and Associate
Laboratories of the national scientific system, like a self-programming scientific and technologic actions that
contribute to the enrichment and valorization of the teaching staff. Additionally the MIEQ teaching members
participate in specific activities of societies and organisations, both national and international, that allow for the
constant knowledge updating. Overall, this activity is reflected in the excellent position achieved in various
international rankings.
4.2.1. Nmero e regime de dedicao do pessoal no docente afecto leccionao do ciclo de estudos.
Entre o pessoal no docente afeto ao ciclo de estudos, uma parte encontra-se ligado ao Departamento de
Engenharia Qumica (DEQ) e outra parte aos Servios Acadmicos da FEUP, entre outros (Biblioteca, Diviso de
Cooperao, etc.).
O DEQ conta com 18 elementos a tempo inteiro, que garantem as atividades de administrao, gesto, secretariado
e de apoio tcnico laboratorial. Destes elementos, 12 so tcnicos de laboratrio que do apoio direto em tarefas
de ensino, investigao e servios, no mbito das atividades desenvolvidas no MIEQ e no DEQ.
Os Servios Acadmicos garantem as atividades no mbito da administrao, gesto e apoio ao ciclo de estudos.
Garantem ainda o apoio na rea do acesso, ingresso e certificao; na rea de gesto de estudante e na unidade de
orientao e integrao, de acordo com as instrues tutelares e as diretivas dos rgos de Gesto. Os Servios
Acadmicos contam com 20 pessoas a tempo inteiro, que do apoio transversal a todos os ciclos de estudos da
FEUP.
4.2.1. Number and work regime of the non-academic staff allocated to the study programme.
Among the non-teaching staff allocated to the study cycle, one part is related with the Chemical Engineering
Department (DEQ) and the other is connected to the Academic Services of FEUP, among others (Library,
Cooperation Division, etc.).
The DEQ has 18 full-time members that ensure administrative, management, secretariat and lab activities. Among
these, 12 are lab technicians who assist in teaching-related tasks, research and services within the MIEQ and the
DEQ activities.
The Academic Services ensure activities related to administration, management and support to the study cycles.
They also ensure support in the area of access, admission and certification; in the students management area and
in the orientation and integration unit, according with the tutelary instructions and the directives of the
Management Entities. The Academic Services have 20 full-time members, who transversally support all study cycles
at FEUP.
do MIEQ, 3 possuem mestrado, 4 licenciatura, 1 bacharelato, 9 o ensino secundrio e 1 o ensino bsico. Dos 20
recursos humanos afetos aos Servios Acadmicos, 1 possui mestrado, 15 licenciatura e 4 o ensino secundrio.
O nmero de elementos do pessoal no docente com formao superior ajusta-se ao aumento de complexidade do
servio e s suas necessidades, tendo-se verificado uma evoluo em termos de habilitaes, que se reflete
indiretamente na qualidade do trabalho realizado no mbito do MIEQ.
4.2.2. Qualification of the non academic staff supporting the study programme.
Among the 18 elements of the non-academic staff in the Department of Chemical Engineering that support the
study cycle, 3 have master's degree, 4 graduated first degree, 1 has a bachelors degree, 9 the secondary/high
school and one the primary school. Among the 20 human resources linked to the Academic Services, 1 has a
master's degree, 15 a first degree and 4 have the secondary school.
The increasing number of elements of the non-academic staff is appropriate to the increased complexity of the work
required, which indirectly reflects on the quality of the work done at the MIEQ.
4.2.4. Cursos de formao avanada ou contnua para melhorar as qualificaes do pessoal no docente.
O plano de formao do pessoal no docente definido anualmente e resulta de levantamentos de necessidades
de formao. So vrios os cursos de formao disponibilizados pela Universidade do Porto para melhorar as
qualificaes do pessoal no docente. Informao mais detalhada encontra-se disponvel no stio Web da UP, na
pgina "Formao dos Recursos Humanos da U.Porto. Os cursos de formao encontram-se distribudos pelas
seguintes reas: Desenvolvimento Pessoal; Cincias da Educao; Biblioteconomia, Arquivo e Documentao;
Contabilidade e Fiscalidade; Gesto e Administrao; Direito; Cincias da Informao; Informtica; Necessidades
Educativas Especiais.
4.2.4. Advanced or continuing training courses to improve the qualifications of the non academic staff.
The training plan for the non-academic staff is set annually and results from training needs surveys. There are
various training courses offered by the University of Porto to improve the qualifications of non-academic staff.
Detailed information is available at the UP Web site, page "Formao dos Recursos Humanos da U.Porto.
The training courses are distributed by the following areas: Personal Development; Education Sciences;
Bibliotheconomy, Archives and Documentation; Accounting and Taxation; Management and Administration; Law;
Computer Sciences; Informatics; Special Educational Needs.
5.1.1. Caracterizao dos estudantes inscritos no ciclo de estudos, incluindo o seu gnero, idade, regio de
provenincia e origem socioeconmica (escolaridade e situao profissional dos pais).
5.1.1.4. Caracterizao por origem socioeconmica - Escolaridade dos pais / By Socio-economic origin parents'
education
Escolaridade dos pais / Parents %
Superior / Higher 29.1
Secundrio / Secondary 22.6
Bsico 3 / Basic 3 16.7
Bsico 2 / Basic 2 8.7
Bsico 1 / Basic 1 13.3
5.1.1.5. Caracterizao por origem socioeconmica - Situao profissional dos pais / By socio-economic origin
parents' professional situation
Situao profissional dos pais / Parents %
Empregados / Employed 67.1
Desempregados / Unemployed 6.9
Reformados / Retired 4.2
Outros / Others 21.7
5.1.2. Nmero de estudantes por ano curricular / Number of students per curricular year
Ano Curricular / Curricular Year Nmero / Number
1 ano curricular 77
2 ano curricular 66
3 ano curricular 70
4 ano curricular 56
5 ano curricular 99
368
5.1.3. Procura do ciclo de estudos por parte dos potenciais estudantes nos ltimos 3 anos.
5.2.1. Estruturas e medidas de apoio pedaggico e de aconselhamento sobre o percurso acadmico dos estudantes.
A orientao e integrao dos estudantes uma prioridade da FEUP. Deste modo, a sua Unidade de Orientao e
Integrao dos Servios Acadmicos tem como objetivo promover o bem-estar pessoal e acadmico-profissional
dos estudantes. De forma a apoi-los e acompanh-los so desenvolvidas um conjunto de atividades,
nomeadamente:
Aconselhamento psicolgico - um apoio mais ou menos pontual, focalizado numa questo/preocupao do
sujeito e que pode ser de ndole acadmica, vocacional/profissional, interpessoal e/ou social;
Consulta psicolgica individual - interveno individual confidencial, mais ou menos prolongada, que
baseando-se numa relao emptica e de apoio, permite ao estudante encontrar alternativas e desenvolver
estratgias para a resoluo dos seus problemas.
Estas atividades so frequentemente feitas em estreita colaborao e com envolvimento do Diretor do ciclo de
estudos, havendo ainda no MIEQ um tutor que apoia e aconselha os estudantes sobre o seu percurso acadmico.
5.2.1. Structures and measures of pedagogic support and counseling on the students' academic path.
Students guidance and integration is a priority at FEUP. Thus, its Orientation and Integration Unit of the Academic
Services aims at promoting the personal and academic-professional welfare of students. In order to support and
monitor them, a set of activities are developed, including:
Psychological counselling - it is a more or less occasional support, focused on an issue/concern of the individual
and that can be of academic, vocational/professional, interpersonal and/or social nature;
Individual psychological appointment - private and individual intervention, more or less prolonged, that is based
on an empathic and supportive relation that allows students to find and develop alternative strategies for solving
their problems.
These activities are often carried out in close collaboration and with the involvement of the Director of the study
cycle, with the existence, at the MIEQ, of a mentor who supports and advises students on their academic path.
5.2.2. Measures to promote the students integration into the academic community.
The Orientation and Integration Unit develops several activities that aim at supporting the process of integration
and academic experience of students during their stay at FEUP, including:
Support in finding accommodation; Support in finding financial credit; Support in the integration of students with
special educational needs; Dynamization of the Open Mind (series of debates on issues regarding personal
development and social integration of students).
In addition to these initiatives, the Cooperation Division develops an initiative to support the integration and
welcoming of foreign students. It is important to highlight the Integration Week at the University of Porto, seeking to
welcome new students.
5.2.3. Structures and measures for providing advice on financing and employment possibilities.
FEUP provides a support structure (Cooperation Division- DCoop) for financial guidance in several areas: R&D
projects, postgraduate scholarships, research grants, academic and professional mobility grants.
In terms of employment: Provides support regarding professional integration of seniors and newly-graduates;
Organises an annual employment fair FEUP First Job; Promotes the establishment of partnerships in terms of
employment and career management; Promotes company presentations at FEUP; Conducts informative sessions
about internship programmes; Supports student/graduate recruitment and selection processes by the
corporations; Provides an Employment Grant; Encourages activities connected with (Intra) Entrepreneurship;
Supports the performance of employability studies/surveys at the Employment Observatory of the University of
Porto (Observatrio do Emprego da UP).
It is also worth mentioning the possibility of support provided by the Social Services of the University of Porto.
5.2.4. Utilizao dos resultados de inquritos de satisfao dos estudantes na melhoria do processo
ensino/aprendizagem.
A partir do cruzamento de informao entre taxas de aprovao, resultados dos inquritos pedaggicos, etc.,
identificam-se casos de UCs que apresentam baixos ndices de desempenho ou resultados anmalos, as quais so
includas no projeto das Assessorias Pedaggicas (promovido pelo Laboratrio de Ensino e Aprendizagem) na
FEUP. Este tem por objetivo promover a melhoria das prticas pedaggicas e o sucesso escolar. Nos relatrios
elaborados so identificados pontos fortes e fracos sobre as UCs e sobre o desempenho dos docentes, sendo
propostas aes que permitam a melhoria do processo pedaggico.
Para alm disso, sempre que se registam resultados baixos nos inquritos pedaggicos, o Diretor do ciclo de
estudos analisa-os e discute-os com os docentes em causa; isto feito com o objetivo de se encontrarem as
razes e formas de melhorar o processo de ensino/aprendizagem. Os resultados dos inquritos podem ainda ser
discutidos no Conselho Pedaggico.
5.2.4. Use of the students satisfaction inquiries on the improvement of the teaching/learning process.
By intersecting information on approval rates, pedagogical survey results, etc., it is possible to identify the
curricular units with low levels of performance or anomalous results, which are included in the Pedagogical
Consultancy project (promoted by the Teaching and Learning Laboratory) at FEUP. This project seeks to promote
the improvement of pedagogical practises and school success. In the elaborated reports, strengths and
weaknesses of the curricular units are identified, as well as the performance of the teaching staff, and actions that
allow for the improvement of educational/pedagogical process are proposed.
Moreover, whenever low results are observed in the educational surveys, the Director of the study cycle analyses
and discusses them with the teachers involved; this is done with the purpose of finding the reasons and ways to
improve the teaching/learning process.
The results of the surveys can also be discussed at the Pedagogical Council.
5.2.5. Estruturas e medidas para promover a mobilidade, incluindo o reconhecimento mtuo de crditos.
A FEUP disponibiliza uma estrutura de apoio (Diviso de Cooperao - DCoop) para a promoo da mobilidade
acadmica. Os estudantes dos mestrados integrados participam nos concursos internos para mobilidade
acadmica no exterior e so convocados para as sesses de informao e esclarecimentos, quer organizadas pela
5.2.5. Structures and measures for promoting mobility, including the mutual recognition of credits.
FEUP offers a structure whose primary purpose is to support academic mobility (Cooperation Division - DCoop).
Students belonging to the Integrated Masters participate in internal contests for academic mobility abroad and are
invited to briefings and clarification sessions, either organised by the DCoop, or by some study cycles(as it
happens with the MIEQ).
Concerning recognition of credits, it is important to mention that all students of the U. Porto taking part in an
exchange programme abroad are assured accreditation of curricular units prior to leaving, by the document
referred to as the "Commitment to Academic Recognition", signed between the student and the corresponding
study cycles mobility coordinator.
6. Processos
6.1. Objectivos de ensino, estrutura curricular e plano de estudos
aprendizagem, foram elaboradas matrizes (com base nos descritores CDIO e EUR-ACE) com a contribuio de
cada UC (em termos de % de ECTS) para o desenvolvimento de cada um dos objetivos. Essas matrizes no so
aqui includas por limitaes de espao.
6.1.1. Learning outcomes to be developed by the students, their translation into the study programme, and
measurement of its degree of fulfillment.
The MIEQ study cycle addresses all the outcomes defined by the EUR-ACE (and the CDIO). Graduates are expected
to acquire or develop a large set of skills, in compliance with the following topics:
Knowledge and Understanding
Solid background and understanding of Mathematics, Physics, Chemistry and also Biology fundamentals, as well
as other related sciences;
Comprehensive knowledge and understanding of the principles, tools and methods of their area of specialization
in engineering;
Critical judgment in the vast context of engineering and other areas of expertise;
Ability to present substantiated opinions, support decision-making and integrated thought regarding problem
analysis, solution and prediction.
Engineering Analysis
Ability to tackle and solve problems with competitive solutions;
Capacity to formulate and test theories in order to find solutions to emergent problems in their areas of
specialization;
Aptitude for creating and designing engineering models, systems and processes, based on fundamental
knowledge and new approaches;
Capacity to innovate.
Engineering Design
Ability to design and provide objective solutions to unfamiliar problems, while taking into account environmental,
social and economic considerations;
Creativity in the development of new projects and methods;
Capacity to deal with complex or incomplete systems by formulating and testing theories or models;
Ability to assess the solutions, and to make predictions or interactive adjustments ;
Research
Aptitude for identifying, selecting and gathering the required data;
Ability to design and perform experimental research (analytic, modelling or prototyping trials);
Ability to develop critical judgment in what regards data evaluation and ability to draw conclusions;
Ability to innovate with new approaches in the application of standard techniques, processes and methods.
Engineering Practise
Capacity to integrate tools and knowledge from other areas of engineering and thus tackle complex systems as a
whole;
Ability to gather an extensive knowledge of techniques, tools and methods connected to the engineering practise;
Awareness of the non-technical tasks related to engineering activities.
Transferable Skills
Ability to develop a comprehensive set of transversal skills throughout the study cycle, but also to lay the bases
for continuous learning and improvement through lifelong learning;
Capacity to act as leader or team member in multidisciplinary tasks;
Ability to effectively communicate and work in multicultural environments.
In order to evince the support of the syllabus in the development of these learning objectives by the students,
matrices have been prepared (based on CDIO and EUR-ACE descriptors) with the contribution of each curricular
unit (in terms of ECTS percentage) for the development of each of these objectives. These matrices are not
included here due to space limitations.
6.1.2. Demonstrao de que a estrutura curricular corresponde aos princpios do Processo de Bolonha.
A estrutura curricular do MIEQ cumpre os requisitos definidos no Decreto-Lei n 74/2006, alterado pelo DL 107/08 e
pelo DL 230/09 para adequao dos ciclos de estudos aos princpios do Processo de Bolonha, nomeadamente os
requisitos definidos no artigo 19. para ciclos de estudos integrados conducentes ao grau de mestre.
De facto, o MIEQ est configurado como um mestrado integrado com a durao de 10 semestres correspondentes
a um total de 300 crditos ECTS, numa das seguintes especializaes: Processos e Produto, Energia e Ambiente
ou Biotecnologia, cumprindo assim o estipulado no nmero 1 do referido artigo. O ciclo de estudos integra:
a) uma parte curricular, constituda por um conjunto organizado de unidades curriculares, a que correspondem 270
crditos ECTS do ciclo de estudos;
b) uma dissertao de natureza cientfica sobre um tema da rea de conhecimento do ciclo de estudos, realizada
em ambiente acadmico, empresarial ou misto (empresarial e acadmico), original e especialmente realizada para
este fim, a que correspondem 30 crditos ECTS do ciclo de estudos.
conferido o grau de licenciado em Cincias de Engenharia - perfil de Engenharia Qumica aos estudantes que
tenham realizado 180 ECTS correspondentes aos primeiros seis semestres curriculares de trabalho, cumprindo-se
assim o estipulado nos nmeros 3 e 4 do referido artigo.
O regulamento do MIEQ (no artigo 7.) prev a possibilidade de ingresso no ciclo de estudos por licenciados em
rea afim, bem como a creditao da formao obtida no curso de licenciatura, cumprindo-se assim o estipulado
no nmero 5 do referido artigo.
6.1.2. Demonstration that the curricular structure corresponds to the principles of the Bologna process.
The curricular structure of the MIEQ programme meets the requirements set out in Decree-Law No. 74/2006,
amended by the Decree-Law 107/08 and the Decree-Law 230/09 for the adequacy of the study cycles to the
principles of the Bologna Process, in particular the requirements set out in article 19th for integrated studies
conducive to the master's degree.
In fact, the MIEQ is configured as an integrated masters programme with the duration of 10 semesters,
corresponding to a total of 300 ECTS credits, in one of the following specializations: Process and Product, Energy
and Environment, or Biotechnology, thus abiding by what is stated in paragraph 1 of the said article. The study
cycle includes:
a) a curricular component, consisting of an organised set of curricular units, corresponding to 270 ECTS credits;
b) a scientific dissertation on a subject within the area of knowledge of the study cycle, elaborated in an academic,
corporate or mixed (corporate and academic) environment, original and specially made for this purpose,
corresponding to 30 ECTS credits.
A first degree is conferred in Engineering Sciences - Chemical Engineering profile to students who have
completed 180 ECTS, corresponding to the first six semesters of course work, thus abiding by what was stipulated
in paragraphs number 3 and 4 of the said article.
The regulation of the MIEQ (on article 7th) foresees the possibility for admission in the study cycle of Bachelors in
related areas, as well as accreditation of the training obtained in the first degree, thus abiding by what is postulated
in paragraph number 5 of that article.
6.1.3. Periodicidade da reviso curricular e forma de assegurar a actualizao cientfica e de mtodos de trabalho.
O Diretor de Ciclo de estudos, assessorado pelas Comisses Cientfica e de Acompanhamento, mantm uma
vigilncia regular de eventuais desajustes que possam surgir entre a estrutura curricular e as necessidades e
oportunidades existentes.
Assim, desde a adequao e entrada em funcionamento do ciclo de estudos no ano letivo de 2006/2007, foi
realizada uma 1 alterao do plano de estudos com efeito a partir de 2009/10 (publicada em Dirio da Repblica,
2. srieN. 12329 de junho 2009), uma segunda alterao para o ano letivo de 2012/13 (publicada em Dirio da
Repblica, 2. srieN. 6227 de maro 2012) e recentemente uma 3 alterao para entrar em vigor em 2013/14
(Dirio da Repblica, 2. srie N. 101 27 de maio de 2013).
No obstante as revises ao plano de estudos operadas at ao momento, futuramente as mesmas ocorrero
sempre que tal se verifique ser necessrio (por exemplo em consequncia da atualizao cientfico-pedaggica).
6.1.3. Frequency of curricular review and measures to ensure both scientific and work methodologies updating.
The Director of the study cycle, assisted by the Scientific and Monitoring Committees, maintains a regular
surveillance for possible mismatches that can arise between the curricular structure and the existing needs and
opportunities.
So, since the adjustment to and entry into operation of the study cycle in the academic year of 2006/2007, one
amendment to the study plan was made and came into effect in 2009/10 (published in Dirio da Repblica, second
series No. 123 June 29, 2009), with a second amendment for the academic year of 2012/13 (published in Dirio
da Repblica, second series No. 62 March 27, 2012), and recently a third amendment is to come into effect in
2013/14 (Dirio da Repblica, second series No. 101 May 27, 2013).
Despite the revisions to the study outline operated so far, in the future the same amendments will be performed
whenever it is deemed necessary (e.g. as a result of scientific-pedagogical update).
6.1.4. Modo como o plano de estudos garante a integrao dos estudantes na investigao cientfica.
A maioria do corpo docente do ciclo de estudos encontra-se integrado em unidades de investigao onde
desenvolve atividades de I&D&T, sobretudo sedeadas no Departamento de Engenharia Qumica. Estas atividades
tm um valor de retorno significativo para o ensino/aprendizagem, uma vez que proporcionam uma poderosa
ferramenta para a atualizao e aprofundamento de conhecimentos. Esta situao representa por isso uma
excelente oportunidade para promover o envolvimento de estudantes do MIEQ em projetos de investigao e
desenvolvimento, e em atividades de inovao e transferncia de tecnologia. Isto particularmente notrio na UC
de Dissertao, na qual os estudantes tm a possibilidade de realizar trabalhos integrados em grupos de
investigao e, muitas vezes, em colaborao com empresas, no pas ou no estrangeiro.
Por outro lado, existe um nmero significativo de UCs que beneficiam dos novos conhecimentos, adquiridos nas
unidades de I&D, incorporando-os nos seus contedos programticos.
6.1.4. Description of how the study plan ensures the integration of students in scientific research.
Most of the academic staff of the MIEQ is integrated into research units where they develop R&D&T activities, most
of them located in the Department of Chemical Engineering. Such activities have a significant return value for the
teaching/learning process, as they provide a powerful tool for the updating and deepening of knowledge. This
situation represents, therefore, an excellent opportunity to promote the involvement of the MIEQ students in
research and development projects, as well as in innovation and technology transfer activities. This is particularly
noticeable in the curricular unit Dissertation, in which students have the opportunity to perform their work
integrated into research groups and, very often, in collaboration with corporations, in the country or abroad.
On the other hand, there is a significant number of curricular units that benefit from the new knowledge, acquired in
the R&D units, incorporating them in their programmatic contents.
Mapa IX - lgebra/Algebra
6.2.1.2. Docente responsvel e respectivas horas de contacto na unidade curricular (preencher o nome completo):
Jos Joaquim de Melo rfo (35 h T 1turma/class; 42 h TP 3 turmas/classes)
6.2.1.5. Syllabus:
1. VECTOR ALGEBRA
2. LINEAR SPACES
3. MATRIX ALGEBRA
4. DETERMINANTS
5. LINEAR EQUATION SYSTEMS
6. INVERSE MATRIX AND RELATED MATRICES
7. EIGENVALUES AND EIGENVECTORS
8. DIAGONALISATION OF MATRICES
6.2.1.6. Demonstrao da coerncia dos contedos programticos com os objectivos da unidade curricular.
Os contedos programticos descritos so comuns maior parte das unidades curriculares de lgebra para
futuros engenheiros. Espera-se que os estudantes tenham adquirido um bom conhecimento terico e prtico dos
princpios fundamentais da lgebra.
6.2.1.6. Demonstration of the syllabus coherence with the curricular unit's objectives.
The syllabus described are common to most of Algebra curricular units for future engineers. Students are expected
to have acquired a good theoretical and practical knowledge on the fundamental principles of Algebra.
Aulas terico-prticas gerais de exposio da matria, com resoluo de exemplos ilustrativos sempre que se
justifique. Aulas terico-prticas por turma para esclarecimento de dvidas relativas resoluo de exerccios.
Frmula de avaliao: A classificao final (CF) ser calculada por uma das expresses seguintes:
Para os estudantes a frequentar: CF = 0,25 * MT + 0,375 * T1 + 0,375* T2 ou CF = 0,25 * MT + 0,75 * EF, em que MT -
classificao nos micro-testes; T1 e T2 - classificao nos 1 e 2 testes, respetivamente; EF - classificao no
exame.
Para os estudantes com dispensa de frequncia: CF = 0,5 * T1 + 0,5 * T2 ou CF = EF.
Evaluation formula: Final mark (FM) will be estimated using one of the following formulas: FM=
0.25*MT+0.375*T1+0.375*T2 or FM= 0.25*MT + 0.75* E, in which MT- Classification obtained in the Micro-tests; T1
and T2- Classifications obtained in Test 1 and Test 2, respectively; E- Classification obtained in the Exam;
For students dismissed from class attendance: FM= 0,5*T1 + 0,5*T2 or FM= E.
6.2.1.8. Demonstrao da coerncia das metodologias de ensino com os objectivos de aprendizagem da unidade
curricular.
A realizao de exemplos ilustrativos nas fases de exposio das matrias, a utilizao exclusiva do quadro para
este efeito e a realizao frequente de micro-testes nas aulas terico-prticas gerais contribuem para captar o
interesse dos estudantes e atingir os objetivos da aprendizagem.
6.2.1.8. Demonstration of the coherence between the teaching methodologies and the learning outcomes.
The demonstration of examples during lectures, the exclusive use of the blackboard to do so, and the micro-tests
conducted during the general theoretical-practical classes, help to capture the interest of the students, and fulfils
the learning goals.
6.2.1.2. Docente responsvel e respectivas horas de contacto na unidade curricular (preencher o nome completo):
Maria Joana Monteiro de Carvalho Peres (42 h T 1 turma/class; 63 h TP 3 turmas/classes)
6.2.1.5. Syllabus:
1. Functions, limits and derivates (Revision) 2. Functions and differential calculus. New functions, Inverse functions
and their derivation; Linear and differential approximation of a function; Maximum and minimum of a function;
Indeterminate forms and LHpitals rule 3. Primitive of an elementary function; Techniques for obtaining
Antiderivatives. 4. Integral Calculus; Approximate calculation of areas; Riemann sums; Integral f(x) in [a,b]; Basic
properties of integrals; Assessment integrals of continuous functions; mean value of f(x) in [a,b]; average value
theorem; Integration of discontinuous functions; Geometric application of integrals; Deduction of integral formulas;
Functions defined by integrals ; Improper integrals 5. Series of real numbers; Series of non-negative terms,
non-positive terms, alternate and of positive and negative terms 6. Polynomial approximation of functions; Taylors
theorem and Taylors formula. Taylors series (or Maclaurians) of f(x). Power series.
6.2.1.6. Demonstrao da coerncia dos contedos programticos com os objectivos da unidade curricular.
O objetivo da unidade curricular essencialmente o domnio por parte do estudante do clculo multivarivel. O
contedo programtico inclui a generalidade dos temas que compem aquela rea do Clculo, em particular, a
derivao parcial, a integrao mltipla e tpicos de anlise vetorial e suas importantes aplicaes prticas. Para
estas aplicaes essencial saber bem representar analiticamente curvas (no plano e no espao) e superfcies no
espao. Para problemas de geometria especfica proporcionada a familiarizao com sistemas de coordenadas
bi- (coordenadas polares) e tridimensionais (coordenadas cilndricas e esfricas) alternativos ao sistema
retangular ou cartesiano.
6.2.1.6. Demonstration of the syllabus coherence with the curricular unit's objectives.
The goal of the curricular unit is mainly the student's ability to master multivariable calculus. The syllabus includes
the general topics that comprise that area of Calculus, particularly, partial differentiation, multiple integration and
topics on vector analysis and their important practical applications. For these applications it is essential to know
how to make a good analytical representation of curves (in plane and in space) and surfaces in space. In order to
solve problems in specific geometry, the student must be acquainted with two (polar) and three dimensional
(cylindrical and spherical) coordinate systems, alternative to the rectangular or Cartesian system.
Frmula de avaliao: Para os estudantes que esto a frequentar, a classificao final calculada pela seguinte
frmula:
CF=max(0,25*MT + 0,35*T1 + 0,4*T2, 0.5*T1+0.5*T2) ou CF = max(0,25*MT + 0,75*EF,EF)
em que:
MT=classificao obtida nos mini-testes (o estudante para ser admitido a exame final tem de ter uma nota mnima
de 6 valores nesta componente da avaliao)
T1=classificao obtida no 1 teste
T2=classificao obtida no 2 teste
EF=classificao obtida no exame final
Para os estudantes que tenham obtido frequncia em anos anteriores unidade curricular e que no queiram
sujeitar-se avaliao distribuda, a classificao final (CF) calculada pela seguinte frmula:
CF=0,5*T1+0,5*T2 ou CF=EF
6.2.1.8. Demonstrao da coerncia das metodologias de ensino com os objectivos de aprendizagem da unidade
curricular.
As metodologias propostas apostam no trabalho autnomo do estudante. A realizao de mini-testes de avaliao
ao longo do semestre procura estimular e aferir o processo de aprendizagem ao longo do semestre.
Pretende-se uma elevada interao entre o docente e o estudante, de forma a incentivar e facilitar a aprendizagem.
Sempre que possvel, recorre-se a exemplos prticos no contexto da engenharia qumica de forma a sublinhar a
relevncia dos conhecimentos e competncias adquiridas ao longo da unidade curricular numa perspetiva de
aplicao futura no contexto do ciclo de estudos.
6.2.1.8. Demonstration of the coherence between the teaching methodologies and the learning outcomes.
The proposed methodologies reinforce the students autonomous work. The mini evaluation tests taken throughout
the semester, seek to stimulate and assess the learning process throughout the semester.
A high level of interaction between the teacher and the student is expected, in order to encourage and make
learning easier. Whenever possible, practical examples are used in the context of chemical engineering to assert
the importance of knowledge and skills acquired throughout the course unit, in a perspective of future application
in the context of the study programme.
6.2.1.2. Docente responsvel e respectivas horas de contacto na unidade curricular (preencher o nome completo):
Joo Antnio Pereira de Carvalho Bastos 28 T (1 turma/class) + 84 TP (3 turmas/classes)
processos qumicos.
Depois desta unidade curricular, o estudante ser capaz de: - Compreender e interpretar Diagramas Processuais; -
Compreender os princpios de funcionamento das Unidades Processuais mais importantes em Processos
Qumicos; - Formular o problema de Balano Material a unidades processuais e a sistemas de unidades
processuais em termos de sistemas de equaes no-lineares; - Implementar a estratgia de resoluo designada
de Aproximao Modular; - Utilizar de folhas de clculo computacional para resolver problemas de balano material
a sistemas de unidades processuais.
After attending this course unit the student is able to: - Understand and interpret process flowsheet; understand
the working principles of most relevant Process Units; formulate a material balance problem for Process Units and
for Systems of Process Units in terms of a non-linear system of equations (the modular approach method); use
computer spreadsheet to numerically solve a Material Balance problem.
6.2.1.5. Syllabus:
I. Introduction. Definitions. Chemical Engineering, Chemical Process, Unit Operations, Process Units. Process
Synthesis and Analysis. Flowsheet. II. Chemical Processes; III. Synthesis of Chemical Processes (exemplified by
the resolution of a concrete problem); IV. Material Balances for Process Units: General analysis of a material
balance problem: counting of variables and equations, and identification of design variables. Material balances for
equilibrium separation stages: vapour-liquid, liquid-liquid and solid-liquid separations; V. Material Balances with
Chemical Reaction: Stoichiometry. Reactant conversion and reaction extent. Independent balance equation for
chemical reactors. Examples of material balances involving chemical equilibrium and undetermined stoichiometry;
VI. Material balances for Systems of Process Units. The use of Modular Approach as a strategy to solve material
balances for systems of process units.
6.2.1.6. Demonstrao da coerncia dos contedos programticos com os objectivos da unidade curricular.
A resoluo de problemas de balano material requer que os estudantes possuam os conhecimentos fundamentais
sobre o funcionamento de unidades processuais, e como estas unidades processuais constituem as peas
elementares que compem os processos qumicos. Assim, algum esforo despendido na parte inicial da unidade
curricular no sentido de familiarizar o estudante com processos qumicos (sendo-lhes apresentados vrios
exemplos), sua representao esquemtica (diagramas processuais), como so desenvolvidos (Sntese e Anlise)
e como so constitudos (unidades processuais).
6.2.1.6. Demonstration of the syllabus coherence with the curricular unit's objectives.
Solving material balance problems requires the students to be familiar with the knowledge regarding process units,
and how these constitute the building blocks of chemical processes. Therefore, some effort is spent on the initial
part of the curricular unit so that the student can become acquainted with the chemical processes (several
examples are given), their schematic representation (procedural diagrams), how they are developed (synthesis and
analysis) and what they are made of (process units).
Condies de Frequncia: 1) No exceder o limite de faltas; 2) Participar em pelo menos uma das visitas de estudo;
3) Ter nota positiva no trabalho de grupo. Os estudantes que tenham frequncia de anos anteriores esto
dispensados: i) da participao em visitas de estudo; ii) da frequncia das aulas e da realizao das componentes
da avaliao distribuda, teste ou trabalho de grupo (mas podem optar por as realizar para efeito de melhoria de
nota de frequncia).
Frmula de avaliao: A classificao final (CF) calculada por: CF = 0.35 NF + 0.65 NE se NF > NE, CF = NE se NF
< NE (NF - a nota da frequncia e NE a nota de exame) A nota de frequncia determinada por: NF = (T + G)/2 em
que: T - a nota do teste; G - a nota do trabalho de grupo; Para acesso a exame necessrio que G => 9
Terms of frequency: 1) Do not exceed the limit of class absences; 2) Take part in at least one of the school outings;
3) Has a positive grade in the group assignment. Students who have attended classes in previous years are
dismissed from: i) participating in school outings; ii) attending classes and following the distributed evaluation
components, test or group assignment (though they can opt to do them for the purpose of grade improvement).
Evaluation formula: The final classification is calculated by: FC =0.35 FG + 0.65 EG if FG > EG FC = EG if FG =< EG,
in which: FC final classification, FG Frequency grade = (MD + GA)/2, where: MD midterm test, GA - group
assignment. To access examinations, students must have GA => 9.5.
6.2.1.8. Demonstrao da coerncia das metodologias de ensino com os objectivos de aprendizagem da unidade
curricular.
Salientam-se dois aspetos:
- A realizao de visitas de estudo a unidades industriais, que se insere no esprito de aprendizagem sobre
processos qumicos;
- A realizao de um trabalho de grupo (2 estudantes, no mximo) que consiste na utilizao de uma folha de
clculo computacional (Excel) para a resoluo de um problema de balano material a um processo qumico, onde
os estudantes tm a oportunidade de aplicar todos os conhecimentos adquiridos no curso.
6.2.1.8. Demonstration of the coherence between the teaching methodologies and the learning outcomes.
Two aspects deserve to be noted:
- The visits to industrial plants are in accordance with the learning spirit of chemical processes;
- The production of a group assignment (2 students at most) that consists of solving a material balance problem for
a chemical process on a computer spreadsheet (Excel) for which students have the opportunity to apply all the
knowledge acquired in the study programme.
Bibliografia Complementar
"Basic Principles and Calculations in Chemical Engineering", 7 Ed.,Himmelblau, David M, James B. Riggs,
Prentice-Hall, 2004, ISBN: 0-13-123368-8;
"Elementary principles of chemical processes", Felder, Richard M., Rousseau, Ronald W., John Wiley, 2000; ISBN:
0-471-53478-1;
"Elementos de Engenharia Qumica I", Apontamentos das aulas, 2013, Joo C. Bastos.
6.2.1.2. Docente responsvel e respectivas horas de contacto na unidade curricular (preencher o nome completo):
Margarida Maria da Silva Monteiro Bastos (35h T1 t/class; 42h TP 3 t/classes; 105 PL5 t/classes)
Pretende-se que o estudante adquira as seguintes competncias: i)-saiba reconhecer e representar as molculas
orgnicas; ii) conhea a reatividade dos compostos orgnicos; iii) consiga elaborar estratgias de sntese de
compostos orgnicos mais complexos partindo de compostos mais simples.
Os objetivos gerais da unidade curricular visam a aquisio de conhecimentos tcnicos de cincias fundamentais e
capacidades de compreenso no necessariamente exclusivos a conhecimentos nucleares de engenharia, capazes
de constituir a base de desenvolvimentos e/ou aplicaes originais, em contextos variados.
So, ainda, objetivos gerais da unidade curricular desenvolver hbitos de raciocnio cientfico e estimular o esprito
crtico dos estudantes.
The general objectives of this curricular unit seek the acquisition of technical knowledge of underlying sciences,
not exclusive to nuclear engineering, and the ability to understand them, along with the creation of a development/
original application basis in several contexts.
6.2.1.5. Syllabus:
Structure of organic molecules. Nomenclature of the organic compounds. Structure of functional groups and
physical properties of organic compounds. Introduction to infrared spectroscopy. Stereochemistry. Conformational
Analysis. Cis-trans isomerism. Chirality and optical activity. Reactions of organic compounds. Reactive
intermediates (carbocation, carbanion, free radicals): structure and relative stability. Alkane reaction. Combustion.
Homolytic substitution Halogenation. Regioselective bromination. Nucleophilic substitution at saturated carbon.
SN2 and SN1 mechanisms. Kinetics and factors that affect the velocity of reactions. Elimination reactions. E2 and
E1 mechanisms. Elimination vs. substitution. Stereochemistry: elimination anti and syn. Alkene and alkyne
formation. Reactions of electrophilic addition and multiple connections carbon-carbon. Addition mechanisms.
Orientation and reactivity. Alkene polymerisation.
6.2.1.6. Demonstrao da coerncia dos contedos programticos com os objectivos da unidade curricular.
A primeira parte da Unidade Curricular dedicada ao reconhecimento e representao das molculas orgnicas
atravs dos tpicos de nomenclatura, anlise conformacional e estereoqumica quer nas aulas tericas quer em
aulas terico-prticas. No sentido de conhecer a reatividade dos compostos orgnicos abordado um conjunto de
tpicos dedicados a vrios tipos de reaes de compostos, sendo as reaes apresentadas sobre a perspetiva dos
diferentes mecanismos reacionais pelos quais podem reagir diferentes grupos funcionais presentes nas
molculas. realada a importncia das reaes de adio na obteno de Polmeros (polimerizao por adio).
No sentido de entender que para a produo de uma molcula orgnica poder ser necessrio um conjunto de
reaes qumicas dada alguma ateno a estratgias de sntese de compostos orgnicos mais complexos
partindo de compostos mais simples, envolvendo as reaes estudadas nesta Unidade Curricular.
6.2.1.6. Demonstration of the syllabus coherence with the curricular unit's objectives.
The first part of Curricular Unit addresses the recognition and representation of organic molecules through the
topics of nomenclature, conformational analysis and stereochemistry either in theoretical or in theoretical-practical
classes. In order to understand the reactivity of organic compounds, a set of topics dedicated to different types of
compound reactions is covered, with the reactions are shown in the perspective of the different reaction
mechanisms by which the different reactive functional groups present in the molecules can react. The importance
of the addition reactions in obtaining polymers (addition polymerization) is pointed out. In order to understand the
production of an organic molecule a set of chemical reactions may be required, some attention is given to the
strategies for the synthesis of more complex organic compounds starting from simpler compounds, involving the
reactions studied in this Curricular Unit.
Conditions for attendance: Students must attend at least three quarters of the foreseen laboratory classes (LC) and
get a minimum grade of 9, 5 out of 20 in laboratory assignments.
Attendance frequency to the curricular unit and the LC is valid for the two following years.
where, Q, SH and ETC respectively correspond to the questionnaire, student homework and test or exam
classifications.
-
The final classification (FC) is given by the following expression:
6.2.1.8. Demonstrao da coerncia das metodologias de ensino com os objectivos de aprendizagem da unidade
curricular.
Durante as aulas tericas, so transmitidos aos estudantes os tpicos sobre reconhecimento, e representao e
reatividade das molculas orgnicas. Nestas aulas, os meios audiovisuais so indispensveis para apresentar as
suas estruturas moleculares bem como os mecanismos das reaes. As aulas terico-prticas so usadas para
esclarecimento de dvidas sobre exerccios previamente disponibilizados nomeadamente na representao e
visualizao tridimensional das molculas orgnicas, previso da existncia de produtos secundrios durante as
reaes e elaborao de estratgias de sntese. Os conceitos lecionados nestas aulas tericas sero ilustrados
pelos trabalhos executados nas aulas laboratoriais, nomeadamente sntese de substncias envolvendo reaes de
substituio nuclefila unimolecular e adio eletrfila, caracterizao da matria-prima e do produto final por
espetroscopia no infravermelho, aplicando vrios processos de purificao (extrao mltipla lquido-lquido e
contnua slido-lquido, cristalizao, destilao simples e a presso reduzida, cromatografia analtica e
preparativa em coluna e camada fina) e critrios de pureza de compostos orgnicos (ponto de fuso, ponto de
ebulio e cromatografia e espectros de Infravermelho).
Estes conhecimentos tero de ser, posteriormente, consolidados por autoaprendizagem. O estudo individual e
autnomo, fora das horas de contacto estabelecidas para a unidade curricular, fundamental para que os
estudantes desenvolvam as suas capacidades de estudo e pesquisa, indispensveis nas suas futuras carreiras
profissionais.
A classificao final resultar de avaliao ponderada das vrias vertentes, terica e prtica, reforando em cada
uma das vertentes vrios aspetos com vista a uma melhor integrao de todos os conceitos envolvidos na unidade
curricular.
6.2.1.8. Demonstration of the coherence between the teaching methodologies and the learning outcomes.
During the theoretical lessons, topics regarding the recognition, representation and reactivity of organic molecules
are introduced to students. In these classes, audiovisual equipment is indispensable to present molecular
structures as well as mechanisms of reactions. The theoretical-practical classes are used to clarify doubts about
exercises that were previously made available, namely the three-dimensional representation and visualisation of
organic molecules, predicting the existence of secondary products during the reactions and developing synthesis
strategies. The concepts lectured in these theoretical classes will be demonstrated by carrying out assignments in
laboratory lessons, namely the organic synthesis involving unimolecular nucleophilic substitution and electrophilic
addition reactions, characterisation of the raw material and final product by infrared spectroscopy, as well as,
applying several purification processes (multiple extraction liquid-liquid and continuous extraction solid-liquid,
crystallisation, simple distillation, analytical and preparative chromatography) and purity criteria of organic
compounds (melting point, boiling point, chromatography and infrared spectra).
Knowledge on these subjects will have to be subsequently consolidated by self-learning. Individual and
autonomous study, out of contact hours established for the course unit, is essential for students to develop their
study skills and research, crucial for their future professional careers.
The final classification will result from the weighted evaluation of the various components, theoretical and practical,
reinforcing in each component various aspects seeking to provide a better integration of all concepts involved in
the curricular unit.
F. A. Care "Organic Chemistry" 6th ed., MacGraw-Hill International Edition, New York, 2006.
D. L. Pavia, G. M. Lampman, G. S. Kriz Jr., R. G. Enzel "Introduction to organic laboratory techniques Small-scale
approach. Saunders and College 3 ed. Fort Worth:.
6.2.1.2. Docente responsvel e respectivas horas de contacto na unidade curricular (preencher o nome completo):
Armando Jorge Miranda de Sousa (coordenador / coordinator - 19 h T+TP)
O Projeto FEUP uma u.c. do 1 ano partilhada, envolvendo estudantes e docentes de vrios ciclos de estudo o
que origina a necessidade de existirem docentes com funes de coordenao e carga horria acrescida,
verificando-se desta forma uma dissonncia entre a distribuio de servio indicada e o previsto no respetivo plano
de estudos publicado em DR.
Produzido um Poster
Prepararado uma apresentao oral
Feito uma apresentao oral pblica seguida de discusso
Listagem de Resultados:
RES_1 Conhecer a FEUP e utilizar os servios comuns mais CICA,SICC,SERAC e SDI
RES_2 Demonstrar capacidades de comunicao (relatrio, apresentao oral e poster).
RES_3 Demonstrar capacidades de pesquisa, organizao e sntese de informao
RES_4 Demonstrar capacidades de trabalho em grupo e pessoal e interpessoal
RES_5 Demonstrar que os objetivos do Tema/Projeto foram satisfeitos.
6.2.1.5. Syllabus:
Specific training in non-technical Professional Skills, among which are:
Writing in engineering
Effective Communication
Visual Communication
Additionally, training in the following areas will be provided:
Use of FEUPs information system;
Use of advanced computer tools (collaborative/ web-based)- for instance, some Google Apps;
Effective Learning (including Time Management, etc.)
Other Topics: ethics, plagiarism, quotation styles and the need to correctly reference the used sources, etc.
The course unit also includes technical work on a subject specific to the students study cycle and training
associated to that same topic, used to develop the Topic/ Project assignment.
6.2.1.6. Demonstrao da coerncia dos contedos programticos com os objectivos da unidade curricular.
A UC utiliza inicialmente palestras reforadas por B-Learning para a aprendizagem inicial.
As formaes iniciais incluem todas as informaes necessrias para eficcia dos estudantes (conhecimentos e
ferramentas).
Os conhecimentos acima mencionados so avaliados num mini teste e testados no trabalho final da UC.
H ainda uma formao em "Aprendizagem Eficaz" que pretende debater e fomentar questes tambm presentes
nos objetivos tal como tica, gesto de tempo, aprendizagem ativa, pensamento crtico, regras e funcionamento da
escola, etc.
Para alm das palestras iniciais, os estudantes realizam em grupo um trabalho no mbito do ciclo de estudos que
avaliado pelos elementos produzidos pelos estudantes: relatrio, pster e apresentao oral pblica. Cada um dos
resultados avaliado separadamente de acordo com grelhas (rbricas) elaboradas por especialistas das reas
envolvidas. Os elementos produzidos so avaliados em termos de forma e de contedo.
6.2.1.6. Demonstration of the syllabus coherence with the curricular unit's objectives.
Initially, the course unit uses lectures supported by B-Learning for initial training.
Initial formations include all information and tools students need to be efficient.
The information mentioned above is assessed in a mini-test and tested in the final assignment of the course unit.
In addition, there is an Effective Learning instruction that aims at debating and promoting issues established in
the objectives, namely ethics, time management, active learning, critical thought, rules and school operation, etc.
Besides the initial lectures, students also carry out a group assignment within the study programme that is
assessed according to the elements produced by the students: report, poster and oral public presentation. Each of
the results is evaluated separately and according to rubrics in grids produced by experts in the areas involved. The
elements produced are assessed in terms of shape and content.
AVALIAO:
100%_Nota_Final = (15%_Nota_Individual_Formao) + (85%_Nota_Individual_Projeto);
15%_Nota_Individual_Formao = (5%_Partes_Prticas_Formaes) + (10%_Teste);
85%_Nota_Individual_Projeto = 85%_Nota_Grupo_Projeto 85%_Offset_Individual;
85%_Nota_Grupo_Tema_Projeto = (40%_Relatrio) + (20%_Poster) + (25%_Apresentao);
85%_Offset_Individual => Desempenho individual dentro da equipa.
Nota: 85%_Offset_Individual = Desempenho individual dentro da equipa; soma de offsets para todos os elementos
da equipa frequentemente ser 0
RESULTADOS E AVALIAES:
EVALUATION:
100%_Final_Mark = (15%_Individual_Training_Grade) + (85%_Individual_Project_Grade)
15%_Individual_Training_Grade = (5%_Practical_Part_Training) + (10%_Test);
85%_Individual Project Grade = 85%_Group_Project_Grade + 85%_Individual_Offset
85%_Group_Project_Theme_Grade = (40%_Report) + (20%_Poster) + (25%_Presentation);
85%_Individual_Offset => Individual performance within the team.
Note: 85% Individual Offset = Individual performance within the team; frequent offset sum within the team will be 0
6.2.1.8. Demonstrao da coerncia das metodologias de ensino com os objectivos de aprendizagem da unidade
curricular.
dada formao inicial, reforada por aulas tericas e BLearning nos temas de comunicao e desempenho.
A parte de integrao (em ambiente de trabalho) promovida atravs do percurso de trabalho que o estudante
proposto.
O estudante monitor ajuda tambm ao processo de integrao.
O trabalho no tema/projeto pretende ativar conhecimento especfico da rea do ciclo de estudos e motiva a gerao
dos elementos comunicacionais a avaliar no final da Unidade Curricular.
6.2.1.8. Demonstration of the coherence between the teaching methodologies and the learning outcomes.
Students are given an initial training, reinforced by theoretical lessons and B-learning on communication and
performance topics.
Integration (in a work environment) is promoted in the students proposed academic career.
The students supervisor also helps in this integration process.
The topic/ project assignment seeks to activate a specific knowledge in the field of the study programme and
encourage the production of communicational elements to be assessed at the end of the curricular unit.
6.2.1.2. Docente responsvel e respectivas horas de contacto na unidade curricular (preencher o nome completo):
Joo Antnio Pereira de Carvalho Bastos 27.02 T(0.64 turma/class)+27.02 TP(1.93 turma/class)
6.2.1.5. Syllabus:
1. POLAR COORDINATES. PARAMETRIC CURVES ON THE PLANE: Polar coordinates on the plane. Parametric
curves on the plane. 2. CURVES AND SURFACES IN SPACE. VECTOR FUNCTIONS: Curves in three-dimensional
surfaces. Cylindrical and spherical coordinates. Vector functions. 3. INTRODUCTION TO MULTIVARIABLE
FUNCTIONS: Function of two variables and three variables. 4. MULTIVARIABLE FUNCTIONS: PARTIAL
DERIVATIVES: Differentiation of functions of two or more variables. Derivatives of implicit and composite functions.
Minimum and maximum of functions. Directional derivative and gradient. Maximum and/or minimum with
restrictions. 5. MULTIVARIABLE FUNCTIONS, MULTIPLE INTEGRALS: Double integrals. Triple integrals. 6. TOPICS
IN VECTOR ANALYSIS: Line integrals and vector fields. Surface integrals and vector fields. Gauss and Stokes
theorems.
6.2.1.6. Demonstrao da coerncia dos contedos programticos com os objectivos da unidade curricular.
O objetivo da unidade curricular essencialmente o domnio por parte do estudante do clculo multivarivel. O
contedo programtico inclui a generalidade dos temas que compem aquela rea do Clculo.
6.2.1.6. Demonstration of the syllabus coherence with the curricular unit's objectives.
The objective of Calculus II is that student is skilled on multivariable calculus. In the course program most of the
themes relevant on this subject are included.
Tm Frequncia os estudantes que: i) No tenham excedido o limite de faltas (estudantes com frequncia no ano
letivo anterior esto dispensados das aulas); ii) Tenham obtido frequncia no ano letivo anterior; iii) Tenham uma
nota de frequncia, NF => 4.5 (numa escala de 0 a 20); iv) Situaes especiais, como estudantes que se encontrem
ao abrigo de algum estatuto especial (TE, DA, etc).
NF = 0.5*(T1+T2); onde T1 e T2 so as notas dos testes intercalares.
Frmula de avaliao:
se NF > NE : CF= 0.35 NF + 0.65 NE ;
se NF <= NE: CF= NE
Terms of frequency: A positive term grade is attained (which means admittance to examination) if: i) The student
misses no more than 25% of total classes without an acceptable justification; ii) The student attained a positive
term grade in the previous school year; iii) The student have Term Grade, TG => 4.5 (on a 0 to 20 scale); iv) Special
cases of working students, military, etc.
The Term Grade , TG = 0.5*(T1+T2), where T1 and T2 are the two midterm test grades obtained
A positive term grade is mandatory to access final examinations.
6.2.1.8. Demonstrao da coerncia das metodologias de ensino com os objectivos de aprendizagem da unidade
curricular.
O ensino da matemtica requer sesses tericas (onde o docente tem oportunidade de introduzir de modo
compreensvel a matria, demonstrar a sua validade e exemplificar a sua aplicao prtica), e de sesses prticas
onde exercitada a aplicao prtica dos conceitos apreendidos .
6.2.1.8. Demonstration of the coherence between the teaching methodologies and the learning outcomes.
Teaching mathematics need theoretical sessions (where teacher can introduce the matter in a comprehensive way,
demonstrate its validity and exemplify its practical applications), and tutorial sessions to exercise practical
applications of theoretical concepts.
Bibliografia Complementar:
"Clculo", Ron Larson, Robert P. Hostetler, Bruce H. Edwards; McGraw-Hill, 2006 (8Ed), ISBN: 85-86804-56-8 (vol.
1);
"Calculus with Analytical Geometry", George Simmons, 2nd Ed., ISBN 0-07-114716-0, McGraw-Hill, 1996.
6.2.1.2. Docente responsvel e respectivas horas de contacto na unidade curricular (preencher o nome completo):
Paulo Manuel de Arajo S (35 h T 1 turma/class; 21 h PL 1 turma/class)
The skills subject to an assessment process (distributed evaluation test and final exam) are as follows:
- Correct use of the laws governing the phenomena studied.
- Critical attitude towards the final results.
6.2.1.5. Syllabus:
1 Presentation and introduction to Physics. Unities and physical quantities. 2- Vectors. 3 - Motion along a straight
line. 4 - Motion in two and three dimensions. 5 - Newton's laws of motion. 6 Equilibrium. 7 - Applications of
Newtons laws. 8 - Work and kinetic energy. 9 - Potencial energy and energy conservation. 10 - Momentum, impulse,
and collisions. 11 - Rotation of rigid bodies. 12 - Dynamics of rotational motion
6.2.1.6. Demonstrao da coerncia dos contedos programticos com os objectivos da unidade curricular.
Na UC feito o estudo da mecnica fsica bsica usando clculo diferencial e integral.Os objetivos (uso correto das
leis fundamentais dos fenmenos fsicos-mec.newtoniana-e sentido crtico na anlise dos resultados obtidos)esto
vertidos nos Cap.1-12.
Procura-se:a) apresentar discusso detalhada dos conceitos bsicos da Mecnica Clssica,com nfase nos
aspetos essenciais,procurando desenvolver a intuio e a capacidade de pensar em termos fsicos;b)introduzir as
ferramentas matemticas necessrias sempre com motivao fsica;c)desenvolver a capacidade de aplicar
matemtica. a problemas do mundo real da fsica e da engenharia;d)incluir exemplos de aplicao no triviais para
ilustrar o alcance dos resultados obtidos e fazendo referncia, sempre que possvel, a tpicos de interesse
atual;e)realizar algumas experincias simples de Mec. para desenvolver a destreza experimental,a atitude no
laboratrio e o contacto com algumas tcnicas e instrumentos utilizados no Lab. de Fsica.
6.2.1.6. Demonstration of the syllabus coherence with the curricular unit's objectives.
In the UC students study basic mechanical physics,using differential and integral calculus. The goals (correct use
of the fundamental laws of physical phenomena - Newtonian mech.-and critical thinking in the analysis of
results)are in Ch.1-12.Aims at: a) provide a detailed discussion of the basic concepts of classical
mechanics,emphasising essential aspects, seeking to develop intuition and ability to think in physical terms, b )
introduce the mathematical tools necessary always motivated by physics,c) develop the ability to apply
mathematics to real-world problems of physics and engineering, d) include non-trivial application examples to
illustrate the range of results obtained with reference, when possible, to the current topics of interest, and ) perform
some simple mechanical experiments to develop experimental skill, the attitude in the lab and contact with some
techniques and tools used in Physics Laboratory .
AD ( 0-7): Distributed Evaluation , where: AD = TPL MT + , where TPL ( 0 to 4.5 points) - Practical Work Laboratory ,
MT = [ Q (0 - 1,5 points ) - multiple Choice Quiz ] + [ P ( 0 to 1.0 points) - Problem previously suggested a TP class ]
- mini-test
6.2.1.8. Demonstrao da coerncia das metodologias de ensino com os objectivos de aprendizagem da unidade
curricular.
A Fsica uma cincia experimental e assim, apesar da sua natureza abstrata, todas as equaes da Fsica esto
baseadas em observaes experimentais. Por isso, importante a observao direta dos fenmenos descritos nas
aulas expositivas e de exerccios. A unidade curricular contempla a realizao de algumas experincias simples por
forma a desenvolver nos estudantes a destreza experimental, a atitude no laboratrio e o contato com algumas
tcnicas e instrumentos utilizados no laboratrio.
So as contingncias de ordem prtica tempo e salas de laboratrio disponveis, custos associados, nmero de
estudantes envolvidos e a premente necessidade de que os estudantes resolvam problemas com acompanhamento
(porque a Fsica no pode ser aprendida passivamente, no havendo qualquer substituto para a resoluo de
problemas) - que limitam a trs o nmero destas aulas. Mas mesmo este pequeno nmero de aulas permite que os
estudantes se lembrem de que a Fsica uma cincia experimental.
6.2.1.8. Demonstration of the coherence between the teaching methodologies and the learning outcomes.
Physics is an experimental science and so, despite its abstract nature, all equations of physics are based on
experimental observations. Therefore, a direct observation of the phenomena described in lectures and exercises is
important. The curricular unit includes the conduction of some simple experiments in order to develop the
students experimental dexterity, attitude in the lab and contact with some techniques and instruments used in the
laboratory.
Practical contingencies - time and lab rooms available, associated costs, number of students involved and the need
for students to solve problems while being monitored (because physics cannot be learned passively, there is no
substitute for problem solving) - which limit the number of these classes to three. But even this small number of
classes allows students to remember that physics is an experimental science.
6.2.1.2. Docente responsvel e respectivas horas de contacto na unidade curricular (preencher o nome completo):
Madalena Maria Gomes de Queiroz Dias (42 h T 1 turma/class; 84 h PL 3 turmas/classes)
Recognise computer equipment and the specific technical terms used in this field.
Implement algorithms, develop procedures and codify in VBA.
Implement problem solving using different numerical methods and spreadsheets and VBA programming.
Understand the advantages and disadvantages in the use of alternative numerical methods.
Recognise the importance of error estimates and use error criteria.
Aproximaes e Erros
Equaes No-Lineares
Sistemas de Equaes Lineares e No-Lineares
Diferenciao e Integrao
6.2.1.5. Syllabus:
I. Introduction to Computer Programming
6.2.1.6. Demonstrao da coerncia dos contedos programticos com os objectivos da unidade curricular.
O programa da UC foi estruturado tendo em conta os seus objetivos. O programa relativo parte de Programao
versa contedos bsicos de programao em VBA e programa relativo parte de Mtodos Numricos versa
mtodos numricos adequados para a sua aprendizagem.
6.2.1.6. Demonstration of the syllabus coherence with the curricular unit's objectives.
The UC's syllabus was structured taking into account its goals. The Programming syllabus includes basic
programming content and VBA programming, along with the syllabus of the Numerical Methods, which covers the
appropriate numerical methods for the learning process.
Condies de Frequncia: A obteno de frequncia depende de: mximo de 3 faltas s aulas laboratoriais;
entregar pelo menos 7 MTs nas aulas tericas
Classificao final:
CF = 0,5 * T1 + 0,5 * T2 + 0,05 * MT ou CF = EF + 0,05 * MT ou CF = ER + 0,05 * MT
Nota: CF no pode ser superior a 20 valores
Final Grade:
CF = 0,5 * T1 + 0,5 * T2 + 0,05 * MT or CF = EF + 0,05 * MT ou CF = ER + 0,05 * MT
Attention: Final grade cannot be higher than 20
6.2.1.8. Demonstrao da coerncia das metodologias de ensino com os objectivos de aprendizagem da unidade
curricular.
As metodologias de ensino foram elaboradas tendo em conta os seus objetivos. Nas aulas tericas so
apresentados os conceitos principais e nas aulas prticas os estudantes resolvem problemas adequados
aprendizagem e sedimentao dos conhecimentos adquiridos. As aulas prticas so realizadas em salas com
computadores, tipicamente com dois estudantes por computador.
6.2.1.8. Demonstration of the coherence between the teaching methodologies and the learning outcomes.
The teaching methodologies were prepared taking into account the goals. In theoretical lessons, the main concepts
are presented and in practical lessons students solve problems for learning and consolidation of acquired
knowledge. Lessons are held in rooms with computers, normally with two students per computer.
6.2.1.2. Docente responsvel e respectivas horas de contacto na unidade curricular (preencher o nome completo):
Lcia Maria da Silveira Santos (35 h T 1 turma/class; 105 h PL 5 turmas/classes)
capazes de constituir a base de desenvolvimentos e/ou aplicaes originais, em contextos variados. So, ainda,
objetivos gerais da unidade curricular desenvolver hbitos de raciocnio cientfico e estimular o esprito crtico dos
estudantes.
Pretende-se que o estudante adquira as seguintes competncias:
- Elucidao estrutural de compostos orgnicos;
- Os diferentes comportamentos (tipo de reaes) evidenciados pelas diversas classes de compostos orgnicos;
- O relacionamento e identificao deste tipo de reaes em compostos orgnicos com utilizaes prticas
(industriais);
- A elaborao de estratgias de sntese de compostos orgnicos complexos partindo de compostos mais simples.
- O conhecimento das principais caractersticas das macromolculas.
Substituio nucleoflica no grupo carbonilo: Reaes dos derivados dos cidos carboxlicos; Substituio com
reagentes de Grignard. Aplicaes: polmeros de condensao: polisteres e poliamidas. Sabes. Exemplos de
snteses de compostos orgnicos.
Estratgias de sntese. Sntese de alguns compostos orgnicos utilizados na indstria.
6.2.1.5. Syllabus:
STRUCTURAL ELUCIDATION OF ORGANIC MOLECULES Spectroscopy of UV, IV (revision), 1H RMN, 13C RMN and
mass spectrometry (MS). AROMATIC COMPOUNDS. Definition. REACTIONS OF AROMATIC COMPOUNDS:
Electrophilic Aromatic Substitution. Diazonium Salts - Substitution and coupling reactions; Aromatic Nucleophilic
Substitution. Side Chain Reactions (Alkylbenzene). Applications: e.g. detergents, pesticides, etc.
CARBONYL COMPOUNDS REACTIONS. Nucleophilic addition to Carbonyl group - aldehydes and ketones. Aldol
Condensation. Cannizaro's Reaction. Reduction of carbonyl compounds. Oxidation of aldehydes. Applications.
Nucleophilic substitution in the Carbonyl group. Reactions of carboxylic acid derivatives; Substitution with
reagents of Grignard. Applications: condensation polymers: polyamides and polyesters. Soaps. EXAMPLES OF
ORGANIC COMPOUNDS SYNTHESIS.
Synthesis strategies of. Synthesis of some organic compounds used in the industry.
6.2.1.6. Demonstrao da coerncia dos contedos programticos com os objectivos da unidade curricular.
A primeira parte da Unidade Curricular dedicada elucidao estrutural de molculas orgnicas: Espectroscopia
de UV, IV (reviso), 1H RMN , 13C RMN e espetrometria de massa (MS) de forma a permitir aos estudantes uma
analise critica sobre a identificao/pureza dos compostos sintetizados nas aulas laboratoriais.
No sentido de conhecer a reatividade dos compostos orgnicos abordado um conjunto de tpicos dedicados a
completar o conhecimento dos vrios tipos de reaes evidenciados pelas diversas classes de compostos
orgnicos, sendo as reaes apresentadas sobre a perspetiva dos diferentes mecanismos reacionais pelos quais
podem reagir diferentes grupos funcionais presentes nas molculas. Ser tambm realada a importncia de
algumas reaes na obteno de alguns polmeros. Finalmente ser dedicada alguma ateno a estratgias de
sntese de compostos orgnicos mais complexos partindo de compostos mais simples, envolvendo as reaes
estudadas nesta Unidade Curricular.
6.2.1.6. Demonstration of the syllabus coherence with the curricular unit's objectives.
The first part of the course unit is devoted to the structural elucidation of organic molecules : UV spectroscopy , IR
( review), 1H NMR , 13C NMR and mass spectrometry ( MS ) to allow students a critical analysis on the identification
/ purity of the compounds synthesized in the laboratory classes.
To meet the reactivity of organic compounds a set of topics is addressed in order to complete the knowledge of
various types of reactions shown in different classes of organic compounds, with the reactions being displayed
according to the different reaction mechanisms by which different functional groups that are present in molecules
can react. The importance of some reactions used to obtain some polymers will be stressed. Finally some attention
will be devoted to strategies for the synthesis of more complex organic compounds starting from simpler
compounds, involving the reactions studied in this curricular unit.
Condies de Frequncia: A frequncia unidade curricular obtida pelos estudantes que no ultrapassem o
nmero de faltas permitido e que tenham classificao das aulas laboratoriais (CP) > 10 valores (em 20). A
classificao ser baseada: na execuo dos trabalhos laboratoriais, na anlise dos cadernos de
laboratrio/relatrios prvios e numa avaliao escrita.
A Classificao final (ACF):
ACF = 0,75xCT + 0,25xCP onde CT= 0,50 CT1 + 0,50 CT1 , sendo:
CT1 a classificao do teste 1 e CT2 a classificao do teste 2.
CP corresponde classificao prtica.
ACF = 0,75xCT + 0,25xCP where CT= 0,50 CT1 + 0,50 CT1 , and:
CT1 grade of test 1 e CT2 grade of test 2.
CP represents the practical grade.
6.2.1.8. Demonstrao da coerncia das metodologias de ensino com os objectivos de aprendizagem da unidade
curricular.
Uma vez que o objetivo principal da unidade curricular (UC) consiste na aprendizagem da Elucidao estrutural de
compostos orgnicos e no conhecimento dos diferentes comportamentos (tipo de reaes) evidenciados pelas
diversas classes de compostos orgnicos, a metodologia utilizada baseia-se na exposio terica dos conceitos,
acompanhada pela resoluo de exemplos e de pequenas demonstraes, com vista a que os estudantes
percebam os fenmenos qumicos envolvidos. Os trabalhos laboratoriais serviro para melhor sedimentar os
conceitos apresentados, e desenvolver competncias de trabalho laboratorial em grupo.
6.2.1.8. Demonstration of the coherence between the teaching methodologies and the learning outcomes.
Since the main goal of this curricular unit is to learn about the structure of organic compounds and acquire
knowledge of different behaviours (types of reactions) evinced by the various classes of organic compounds, the
methodology used is based on the theoretical presentation of concepts, followed by the resolution of small
examples and demonstrations, so that students understand the chemical phenomena involved. Laboratory
assignments will allow students to consolidate the presented concepts, and develop lab group work skills.
6.2.1.2. Docente responsvel e respectivas horas de contacto na unidade curricular (preencher o nome completo):
Ferno Domingos de Montenegro Baptista Malheiro de Magalhes (42 h T 1turma/class)
6.2.1.5. Syllabus:
I) Analytical resolution of differential equations
1. Introduction.
2. First-order ordinary differential equations
3. Second-order linear ordinary differential equations. Homogeneous and non-homogeneous equations with
constant coefficients.
4. Laplace transform. Fundamental concepts and application to resolution of differential equations.
5. Systems of linear ordinary differential equation. Homogeneous and non-homogeneous systems.
6. Introduction to partial differential equations.
6.2.1.6. Demonstrao da coerncia dos contedos programticos com os objectivos da unidade curricular.
Esta unidade curricular (UC) apresenta aspetos fundamentais e aplicados da resoluo de equaes diferenciais
ordinrias. Beneficiando do conhecimento e competncias adquiridas anteriormente no ciclo de estudos,
fornece-se um tratamento abrangente e coerente de conceitos e ferramentas para a resoluo analtica e numrica
de diferentes tipos de equaes diferenciais. Para alm disso, aborda-se de forma introdutria a modelao de
processos dinmicos.
6.2.1.6. Demonstration of the syllabus coherence with the curricular unit's objectives.
This curricular unit presents fundamental and applied aspects of the resolution of ordinary differential equations.
Benefiting from previously acquired knowledge and skills in study programme, the curricular unit provides a
comprehensive and coherent set of concepts and tools for the analytic and numerical resolution of different types
of differential equations. In addition, an introduction to dynamic process modelling is made.
Em que:
AD (avaliao distribuda) = 0.5*(mdia das 2 melhores notas dos 3 mini-testes de matemtica analtica + nota do
mini-teste de mtodos numricos)
The final classification (FC) will be calculated according to the following formula:
in which:
DE (distributed evaluation) = 0.5*(average of the 2 best grades in the 3 analytical math mini-tests + grade in the
numerical methods mini-test)
6.2.1.8. Demonstrao da coerncia das metodologias de ensino com os objectivos de aprendizagem da unidade
curricular.
As metodologias propostas apostam fortemente no trabalho autnomo e tutorado do estudante. privilegiada a
participao ativa em aulas prticas de mtodos numricos, precedidas de sesses expositivas de conceitos
relevantes. A realizao de mini-testes de avaliao ao longo do semestre procura estimular e aferir o processo de
aprendizagem ao longo do semestre.
Pretende-se uma elevada interao entre o docente e o estudante, de forma a incentivar e facilitar a aprendizagem.
O recurso permanente a exemplos prticos com relevncia no contexto da engenharia qumica visa sublinhar a
relevncia dos conhecimentos e competncias adquiridas ao longo da unidade curricular para a modelao de
processos qumicos, procurando assim motivar a aprendizagem numa perspetiva de aplicao futura no contexto
do ciclo de estudos. Pretende-se que os estudantes desenvolvam capacidades baseadas numa simbiose entre
conhecimentos tericos e experincia prtica.
6.2.1.8. Demonstration of the coherence between the teaching methodologies and the learning outcomes.
The proposed methodologies are strongly based on autonomous and supervised work performed by the student.
Active participation in practical classes on numerical methods is privileged, preceded by presentation sessions of
relevant concepts. The mini evaluation tests taken throughout the semester, seek to stimulate and assess the
learning process throughout the semester.
A high level of interaction between the teacher and the student is expected, in order to encourage and make the
learning easier. The constant resort to practical examples that are relevant in the context of chemical engineering
seeks to underline the relevance of the knowledge and skills acquired throughout the curricular unit on chemical
process modelling, thus trying to motivate the learning process in a perspective of future application in the context
of the cycle of studies. Students are expected to develop competencies based on a symbiosis between theoretical
knowledge and practical experience.
6.2.1.2. Docente responsvel e respectivas horas de contacto na unidade curricular (preencher o nome completo):
Filipe Jos Menezes Mergulho (49 h T 1 turma/class).
6.2.1.5. Syllabus:
Theoretical-practical component:
1. INTRODUCTION TO BIOTECHNOLOGY
2. CHEMICAL COMPOSITION OF THE CELL
3. BIODIVERSITY
4. CELLULAR STRUCTURESCOMPARATIVE STUDY IN ORGANISMS FROM THE 3 BIOLOGICAL DOMAINS
5. PRINCIPAL ORGANISMS USED IN BIOTECHNOLOGY
6. BIOTECHNOLOGY PROCESSES
7. MICROBIAL GENETICS OVERVIEW
8. GENETIC ENGINEERING
9. ENZYMATIC ENGINEERING
10. BIOMEDICAL APPLICATIONS
6.2.1.6. Demonstrao da coerncia dos contedos programticos com os objectivos da unidade curricular.
Esta unidade curricular (UC) apresenta aspetos fundamentais da Biologia e Microbiologia aplicadas Engenharia
de Bioprocessos. Esta UC aborda conceitos fundamentais para a compreenso do impacto dos microorganismos
em diversos processos industriais abordando os conceitos fundamentais da sua biologia e fisiologia de modo a
possibilitar uma compreenso dos fenmenos que ocorrem escala industrial.
6.2.1.6. Demonstration of the syllabus coherence with the curricular unit's objectives.
This course unit introduces fundamental aspects from Biology and Microbiology applied to Bioprocess
Engineering. This curricular unit encompasses several key concepts for the understanding of the impact
microorganisms have in several industrial processes, broaching the fundamental concepts of their biology and
physiology so as to enable the understanding of the phenomena occurring on an industrial scale.
Frmula de avaliao: A classificao final (CF) calculada por: CF= C1+C2 C1 = 0,35 T1 + 0,35 T2 + 0,3 Lab em
que: T1 - Nota do Teste 1, nota mnima 6/20 valores T2 - Nota do Teste 2 , nota mnima 6/20 valores Lab - nota da
avaliao de laboratrio, calculada por: Lab = 0.75 AC + 0.25 Rel em que: AC - nota da avaliao contnua A nota
mnima da avaliao contnua 7/20 valores. Rel - mdia ponderada das classificaes obtidas nos mini-relatrios,
nota mnima de 7/20 valores C2 - classificao de avaliao contnua das aulas Torico-Prticas (TP). Esta
classificao situa-se no seguinte intervalo [-1.5, 1].
Evaluation formula: Final classification (FC) is estimated as follows: FC = C1 + C2 C1 = 0.35 T1 + 0.35 T2 + 0.3 Lab,
in which: T1 - Test 1, minimum grade is 6/20 T2 - test 2, minimum grade is 6/20 Lab - laboratory mark estimated as
follows: Lab = 0.75 CE + 0.25 Rep, in which CE - continuous evaluation. The minimum grade of the distributed
evaluation is 7/20. Rep- considered average of the classifications obtained in the mini-reports, minimum grade 7/20.
C2- classification of the distributed evaluation of the theoretical-practical classes (TP). This classification is
comprised in the following interval [-1.5, 1].
6.2.1.8. Demonstrao da coerncia das metodologias de ensino com os objectivos de aprendizagem da unidade
curricular.
No seu processo formativo o estudante participar em aulas expositivas e realizar trabalhos prticos em grupo
Ser adotada uma metodologia de ensino que privilegia a aquisio das competncias, especializadas e
especficas, que capacitem para o exerccio profissional competente, para a interveno social e para a
investigao.
6.2.1.8. Demonstration of the coherence between the teaching methodologies and the learning outcomes.
In its formative process, the student will participate in theoretical lectures and conduct practical work in group with
the elaboration of the corresponding reports.
The teaching-learning process is centred on the students work (autonomous or supervised) and a constant
monitoring is carried out involving the students evolution and acquisition of knowledge and skills. From this, a
more proactive and dynamic learning should arise, resorting to diversified methodologies that overall support the
students acceptation of his/her responsibility in the learning process, making hin/her gradually more autonomous
and independent. This course unit adopts a teaching methodology that privileges the acquisition of specialised and
specific competencies that qualify the student for the competent exercise of his/her profession, social intervention
and research.
6.2.1.2. Docente responsvel e respectivas horas de contacto na unidade curricular (preencher o nome completo):
Joo Bernardo Lares Moreira de Campos (56 h TP 1 turma/class)
6.2.1.5. Syllabus:
1-Introduction and basic concepts. Chapter 2 - Fluid statics. Fundamental Equation of Fluid statics. Differential
manometers. Hydrostatic forces in immerse surfaces. Chapter 3- Fluid Kinematics. Chapter 4-The Bernoulli
Equation. Application of the Bernoulli equation. Chapter 5- Finite Control Volume Analysis. Conservation of mass,
continuity equation. Energy equation. Equations of motion. Chapter 6- Dimensional Analysis. Buckingham Pi
Theorem. Application of flow in pipes and around immersed bodies. Dimensionless groups. Model theory. Chapter
7- Laminar and Turbulent flows. Chapter 8- Pipe Flow. Hydraulic and energy gradient. Charge losses in multiple
pipe systems. Chapter 9- Boundary layer and forces acting over immersed bodies. Terminal velocity. Drag
coefficient for bi and tri-dimensional systems.
6.2.1.6. Demonstrao da coerncia dos contedos programticos com os objectivos da unidade curricular.
Esta unidade curricular a 1 da rea dos fenmenos de transporte a ser lecionada. Assim, os fenmenos de
transporte, nomeadamente a Mecnica de Fluidos, lecionada com forte enfse nos conceitos bsicos,
propriedades de transporte e mecanismos de difuso (viscosidade) e conveo (inerciais). Foras em fluidos
parados, hidrosttica seguidos da aplicao das equaes de conservao de massa, energia e quantidade de
movimento permitem uma abordagem fundamental indispensveis a outras unidades curriculares desta rea que
so lecionadas posteriormente.
Os dois ltimos captulos, escoamentos em tubagens e escoamentos em torno de objetos permitem aos
estudantes uma viso aplicada dos conceitos fundamentais adquiridos.
6.2.1.6. Demonstration of the syllabus coherence with the curricular unit's objectives.
This curricular unit is the 1st unit in the area of transport phenomena to be taught. Thus, transport phenomena,
namely Fluid Mechanics, is lectured with a strong emphasis on basic concepts, transport properties and diffusion
(viscosity) and convection (inertial) mechanisms. Forces in stagnant fluids, followed by the application of the
conservation equations of mass, energy and motion allow for a fundamental approach necessary to other curricular
units in this field that are later taught.
The last two chapters, flow in pipes and around objects enable students an applied overview of the fundamental
concepts acquired.
Condies de Frequncia: Os estudantes tero frequncia se obtiverem uma classificao final superior a 5 valores
Frmula de avaliao: estudantes a frequentar: 30% (NF) Na aula seguinte ao trmino da lecionao de alguns
captulos (4), os estudantes tero de responder a um pequeno nmero de perguntas (10 a 15 minutos) de carcter
marcadamente terico (conceitos) versando o/os captulo/s lecionado/s. Todas estas perguntas sero corrigidas.
Estes 30% no tm repescagem 70% - Exame final estudantes com frequncia. Os trabalhadores estudantes e os
estudantes com frequncia, optativamente, realizaro exame final a valer 100%. Os estudantes devem indicar esta
opo na 1 semana de aulas
Conditions for attendance: Students will only have attendance frequency if they have a final classification higher
than 5.
Evaluation formula: Students attending: 30% (NF) - In the class following the end of some chapters (4), students
will have to answer to a small and markedly theoretical (concepts) number of questions (10 to 15 min.) addressing
the chapter(s) lectured. All questions will be corrected. These 30% are not subjected to a resit exam. 70%- Final
exam for students with attendance frequency. Working students and students with attendance frequency, have the
option of taking a final exam corresponding to 100%. Students should mention this option in the 1st week of
classes.
6.2.1.8. Demonstrao da coerncia das metodologias de ensino com os objectivos de aprendizagem da unidade
curricular.
Sendo o principal objetivo, a aquisio de conhecimentos bsicos de Mecnica de Fluidos a metodologia utilizada
baseia-se na exposio terica de conceitos seguida da resoluo de exemplos que permitam aos estudantes
perceber do ponto de vista fsico os fenmenos envolvidos. Estes exemplos sero, sempre que possvel
enquadrados na rea da Engenharia Qumica. A primeira parte da matria, sendo mais abstrata complementada
por dois captulos de aplicao de conceito, de forma a os alunos compreenderem a utilidade da matria na sua
formao.
6.2.1.8. Demonstration of the coherence between the teaching methodologies and the learning outcomes.
As the main objective is the acquisition of basic knowledge in Fluid Mechanics, the methodology used is based on
the theoretical exposition of concepts followed by the resolution of examples that allow students to understand the
physics point of view of the phenomena involved. These examples will be, whenever possible included in the field of
Chemical Engineering. The first part , being more abstract, is complemented by two concept application chapters,
so that students understand the usefulness of the subject for their training.
6.2.1.2. Docente responsvel e respectivas horas de contacto na unidade curricular (preencher o nome completo):
Maria Arminda Costa Alves (14 h T 1 turma/class; 42 h PL 1 turma/class)
To carry out laboratory analysis in accordance with Good Laboratory Practises, in conditions of hygiene and
safety.
. To interpret and communicate an analytical result and write technical reports;
To work as a team.
Programa laboratorial:
T0 Obteno dos parmetros de validao do mtodo de anlise
T1. Determinao do contedo em cobre de um fio de cobre por EAA de chama
T2. Determinao do contedo em sal (Na+) de uma sopa por eltrodo seletivo de io
T3. Anlise de cafena em cafs de diferentes tipos por HPLC-UV
T4. Anlise do grau de pureza de acetona recuperada por GC-FID pelo mtodo do padro interno
T5 Identificao de contaminantes de solventes orgnicos recuperados por GC-MS.
6.2.1.5. Syllabus:
Theoretical programme:
Introduction. Instrumental methods of analysis.
Spectral methods. Ultravioletvisible molecular absorption spectroscopy. Atomic absorption spectroscopy.
Electrochemical methods of analysis. Potentiometric determination with ion selective electrodes.
Chromatographic methods. Theory of chromatography. Gas chromatography. High performance liquid
chromatography.
Laboratory programme:
T0. Calculation of validation parameters of an analytical method
T1. Determination of the content of copper in a copper wire by flame atomic absorption spectroscopy
T2. Determination of the content of salt (Na+) in a soup by ion selective electrode
T3. Analysis of caffeine in different types of coffee using HPLC-UV
T4. Analysis of the percentage of purity of recovered acetone by GC-FID using the internal standard method
T5. Identification of contaminants of recovered organic solvents by GC-MS
6.2.1.6. Demonstrao da coerncia dos contedos programticos com os objectivos da unidade curricular.
Esta unidade curricular (UC) apresenta aspetos fundamentais e aplicados de mtodos instrumentais de anlise,
incluindo a espectroscopia de absoro atmica e molecular, os mtodos eletroqumicos e separativos
(cromatogrficos e eletroforticos). Beneficiando do conhecimento e competncias adquiridas anteriormente no
ciclo de estudos, fornece-se um tratamento abrangente e coerente de conceitos, e ferramentas relativas a mtodos
instrumentais de anlise. Esta UC aborda conceitos fundamentais de qumica analtica permitindo a determinao
da composio qumica de uma amostra slida, lquida ou gasosa, essencial em reas to distintas como qumica,
engenharia, arqueologia, botnica, medicina, biologia, farmacologia, toxicologia, etc. Promove-se tambm a viso
crtica das vantagens e limitaes dos diferentes mtodos instrumentais de anlise, bem como a sua adaptao a
diferentes casos de estudo.
6.2.1.6. Demonstration of the syllabus coherence with the curricular unit's objectives.
This curricular unit provides foundational and applied elements of methods of instrumental analysis, including
molecular and atomic absorption spectroscopy, electrochemical and separation methods (chromatographic and
electrophoretic methods). Benefiting from knowledge and skills acquired in previous study cycles, this course unit
provides a comprehensive and coherent set of concepts, and common tools related to methods of instrumental
analysis. This curricular unit addresses key concepts of analytical chemistry allowing for the determination of the
composition of solid, liquid and gaseous samples, essential to distinct areas such as chemistry, engineering,
archaeology, botanic, medicine, biology, pharmacology, toxicology, etc. The course unit also promotes a critical
understanding of the advantages and limitations of the different techniques, as well as their adaptation to different
case studies.
Para obter aprovao unidade curricular , a nota final deve ser igual ou superior a 10 valores.
The final grade must be equal to or higher than 10, in order to complete the course unit.
6.2.1.8. Demonstrao da coerncia das metodologias de ensino com os objectivos de aprendizagem da unidade
curricular.
No seu processo formativo o estudante participar em aulas expositivas e ter oportunidade de adquirir
conhecimentos prticos no domnio da anlise instrumental, realizando trabalhos prticos, individuais e em grupos
de natureza multidisciplinar, convenientemente acompanhados pelo docente. O processo de ensino-aprendizagem
estar centrado no trabalho (autnomo e tutorado) do estudante e ser efetuada uma monitorizao constante da
evoluo e da aquisio de conhecimentos e competncias pelo mesmo. Dever resultar daqui uma aprendizagem
mais proativa e dinmica, com recurso a metodologias mais diversificadas, que globalmente apoiem o estudante na
assuno da sua responsabilidade pessoal no processo de aprendizagem, tornando-o gradualmente mais
autnomo e independente. Concretamente, nesta unidade curricular ser adotada uma metodologia de ensino que
privilegia a aquisio das competncias, especializadas e especficas, que capacitem para o exerccio profissional
competente, para a interveno social e para a investigao.
6.2.1.8. Demonstration of the coherence between the teaching methodologies and the learning outcomes.
In his/her formative process, the student will participate in theoretical lectures and will have the opportunity to
acquire practical knowledge in the field of instrumental analysis by conducting theoretical and practical
multidisciplinary assignments, individually and in groups, conveniently monitored by the teacher. The
teaching/learning process will be focused on the students (autonomous and supervised) work together with a
regular monitoring of the development and acquisition of knowledge and skills by the said student. The aim is to
obtain a more proactive and dynamic learning, using several methodologies that can lead the student to accept
his/her personal responsibility in the learning process, making him/her progressively more autonomous and
independent.
More to the point, this course unit adopts a teaching methodology that privileges the acquisition of specialised and
specific competencies that qualify the student for the competent exercise of his/her profession, for social
intervention and research.
Mapa IX - Termodinmica/Thermodynamics
Termodinmica/Thermodynamics
6.2.1.2. Docente responsvel e respectivas horas de contacto na unidade curricular (preencher o nome completo):
Domingos Azevedo Gonalves Barbosa (42 h T 1 turma/class; 42 h TP 2 turmas/classes)
6.2.1.5. Syllabus:
INTRODUCTION: Basic concepts. Zeroth law of thermodynamics.
THE FIRST LAW OF THERMODYNAMICS: Statement of the first law of thermodynamics. Concept of internal energy,
enthalpy and heat capacity. Heat and work calculations for reversible and irreversible processes.
VOLUMETRIC PROPERTIES OF PURE FLUIDS: Phase diagrams. Equations of state and generalised correlations.
ENERGETIC BALANCES: Heat balances for processes with and without reactions.
THE SECOND LAW OF THERMODYNAMICS: Entropy and the third law of thermodynamics. Carnot power and
refrigeration cycles. Heat pumps. Real cycles.
THERMODYNAMIC PROPERTIES OF PURE FLUIDS: Fundamental relationships. Helmholtz and Gibbs functions.
Residual properties.
COMPRESSORS AND TURBINES: Power requirements and isentropic efficiency for compressors and turbines.
Multistage compression.
BOILERS: Operation and thermal efficiency.
6.2.1.6. Demonstrao da coerncia dos contedos programticos com os objectivos da unidade curricular.
O objetivo da unidade curricular dar aos estudantes as ferramentas necessrias ao clculo de propriedades de
fluidos puros e realizao de balanos energticos, o que conseguido atravs do estudo dos vrios princpios
termodinmicos e das relaes entre as diferentes propriedades, cuja aplicabilidade exemplificada atravs da
anlise termodinmica de vrios processos de interesse industrial.
6.2.1.6. Demonstration of the syllabus coherence with the curricular unit's objectives.
The aim of this course unit is to give students the tools needed to calculate properties for pure fluids and do energy
evaluations, which is achieved through the study of the thermodynamic principles and the relationship between the
different thermodynamic properties, whose practical application is exemplified by the analysis of various processes
of industrial interest.
6.2.1.8. Demonstrao da coerncia das metodologias de ensino com os objectivos de aprendizagem da unidade
curricular.
A compreenso dos princpios bsicos da termodinmica e da sua aplicao anlise de processos industriais
ser feita atravs da lecionao desses conceitos e pela anlise e resoluo de problemas exemplificativos. A
resoluo assistida de problemas permitir aos estudantes identificar a melhor metodologia para anlise
termodinmica de diferentes processos industriais e as propriedades e modelos termodinmicas mais adequados
a essa anlise.
6.2.1.8. Demonstration of the coherence between the teaching methodologies and the learning outcomes.
The understanding of the basic principles of thermodynamics and their application to the analysis of industrial
processes will be achieved by teaching the theoretical concepts and by analysing and solving standard problems.
Assisted problem solving will allow students to identify the best methodology for thermodynamic analysis of
different industrial processes and the most suitable properties and models for such analysis.
6.2.1.2. Docente responsvel e respectivas horas de contacto na unidade curricular (preencher o nome completo):
Maria Eugnia Rebelo de Almeida Macedo (27,02 h T 0,64 turma/class; 40,46 h TP1,93 turma/class)
Joaquim Lus Bernardes Martins de Faria (14,98 h T 0,36 turma/class; 22,54 h TP 1,07 turma/class)
6.2.1.5. Syllabus:
SOLUTION THERMODYNAMICS: Fundamental relations. Introduction to chemical potential. Gibbs's theorem. Ideal
solution. Molar and partial properties. Gibbs-Duhem equation. Excess properties. PHASE EQUILIBRIA: Fugacity
and fugacity coefficient for pure species and in solutions. Calculation of fugacity coefficients using the virial
equation and generalized correlations. Raoult and Henry laws. Lewis-Randall's rule. Excess Gibbs energy.
Equations for activity coefficients. Vapour-liquid, liquid-liquid and solid-liquid equilibrium. APPLICATIONS OF
PHASE EQUILIBRIA: boiling and dew temperatures and pressures; equilibrium phase composition for non-ideal
systems. Isothermal and adiabatic vapourliquid flash camaras. Chemical-Reaction Equilibria. PREDICTION OF
PROPERTIES: Group- contribution methods and corresponding state principle. OPEN PROJECT: Analysis of a
process.
6.2.1.6. Demonstrao da coerncia dos contedos programticos com os objectivos da unidade curricular.
Os contedos programticos desta unidade curricular consistem em conceitos fundamentais e ferramentas de
clculo de propriedades fsicas e termodinmicas, bem como de equilbrios de fases aplicando diferentes
metodologias baseadas em modelos usualmente adotados, que permitiro concretizar cada um dos objetivos da
unidade curricular
6.2.1.6. Demonstration of the syllabus coherence with the curricular unit's objectives.
This curricular units syllabus consists of fundamental concepts and tools for the calculation of physical and
thermodynamic properties, as well as phase equilibria, applying different methodologies based on models
commonly adopted, which will allow accomplishing all the objectives of the course unit.
Condies de Frequncia: De acordo com o Regulamento especfico de avaliao de discentes da FEUP, aprovado
pelo Conselho Pedaggico em 2012/06/20.
Frmula de avaliao: Os estudantes podem optar por ser avaliados por regime de avaliao distribuda mais
exame ou por apenas exame final. Os estudantes que optarem pelo sistema de avaliao distribuda, tero dois
testes durante o semestre, com prvio conhecimento das datas. Tero exame no final do semestre (data poca
normal de exames). A classificao final ser dada por: 30% dos testes + 70% exame final realizado na poca
normal de exames. Os estudantes que optarem por exame final tero exame na poca normal (100%). Haver exame
na poca de recurso (100%).
Evaluation formula: Students can choose between a distributed evaluation regime, plus exam, or just the final
examination. Students opting for the distributed evaluation system will take 2 tests throughout the semester, on
dates to be scheduled. At the end of the semester there will be an exam (regular exam season). The final
classification will be estimated as follows: 30% tests + 70% final exam taken during the regular exam season.
Students opting for the final exam will take it during regular exam season (100%). Another exam will take place
during a resit season.
6.2.1.8. Demonstrao da coerncia das metodologias de ensino com os objectivos de aprendizagem da unidade
curricular.
As aulas tericas permitem adquirir os conhecimentos tericos fundamentais para a aplicao na resoluo de
problemas termodinmicos reais. Os problemas resolvidos durante as aulas terico-prticas contribuem para
aumentar a capacidade de anlise perante situaes concretas. Desta forma, a metodologia de ensino adotada est
de acordo com os objetivos de aprendizagem da unidade curricular.
6.2.1.8. Demonstration of the coherence between the teaching methodologies and the learning outcomes.
The theoretical classes allow for the acquisition of fundamental theoretical knowledge to be applied on the
resolution of real thermodynamic problems. The problems solved during the theoretical-practical classes
contribute to increase the ability to analyse specific situations. Thus, the adopted teaching methodology is in
agreement with the learning objectives of curricular unit.
6.2.1.2. Docente responsvel e respectivas horas de contacto na unidade curricular (preencher o nome completo):
Joo Bernardo Lares Moreira de Campos (56 h TP 1 turma/class)
Students must reach the minimum objectives expressed in the previous point
6.2.1.5. Syllabus:
Theoretical and Theoretical-practical Programme: 1. Introduction. 2. Conduction (One-dimensional) with and
without internal heat generation. 3. Transitory heat transfer. 4. Transitory and permanent convection. Convection
heat transfer coefficients. 5. Heat transfer equipment heat exchangers. 6. Elements of heat transfer by radiation.
Practical Assignments Programme (not reported in this course units syllabus): The laboratory work on Transport
Phenomena I contents is suggested to the student in the curricular units of Chemical Engineering Practises of the
3rd year.
6.2.1.6. Demonstrao da coerncia dos contedos programticos com os objectivos da unidade curricular.
Este tpico, Transferncia de Calor, vem aps a lecionao de Mecnica de Fluidos. Assim a nfase em conceitos
bsicos, propriedades de transporte e mecanismos difusivos, convetivos e de radiao posta estabelecendo o
paralelismo com os mecanismos de transporte de quantidade de movimento. A formulao de balanos
microscpicos e macroscpicos de transferncia/transporte de calor de grande relevncia para a consolidao
de conhecimentos. Permutadores de calor so lecionados para demonstrar a aplicabilidade dos conceitos
adquiridos.
6.2.1.6. Demonstration of the syllabus coherence with the curricular unit's objectives.
This topic, Heat Transfer, comes after Fluid Mechanics. Thus, emphasis is given to basic concepts, properties and
transport mechanisms of heat diffusion, heat convection and radiation, establishing the parallelism with momentum
transport mechanisms. The formulation of microscopic and macroscopic heat transfer/transport balances is of
great relevance to the knowledge consolidation. Heat exchangers are taught so as to demonstrate the application of
the acquired concepts.
Frmula de avaliao: A classificao final resulta das classificaes obtidas no exame (peso: 70%) e nos 3
mini-testes (30%) que sero executados na aula ao longo do semestre . No caso dos estudantes que optem por no
realizar os mini-testes, a classificao final ser apenas a obtida no exame.
problems. At least one weekly hour is devoted to the strategic resolution of problems and to the discussion of
conceptual issues. The annotations and books are always provided before the addressing the respective subjects
in class. The teacher is always available to analyse student doubts regarding problems they have previously tried to
solve outside the classroom.
6.2.1.8. Demonstrao da coerncia das metodologias de ensino com os objectivos de aprendizagem da unidade
curricular.
Sendo o principal objetivo, a aquisio de conhecimentos bsicos de Transferncia de Calor, a metodologia
utilizada baseia-se na exposio terica de conceitos seguida da resoluo de exemplos que permitam aos
estudantes perceber do ponto de vista fsico os fenmenos envolvidos.
6.2.1.8. Demonstration of the coherence between the teaching methodologies and the learning outcomes.
As the main objective is the acquisition of basic knowledge on Heat Transfer, the methodology used is based on the
theoretical exposition of concepts followed by the resolution of examples that allow students to understanding the
physics of the phenomena involved.
6.2.1.2. Docente responsvel e respectivas horas de contacto na unidade curricular (preencher o nome completo):
Lus Miguel Fortuna Rodrigues Martelo (35 h TP 1 turma/class; 42 h PL 3 turmas/classes)
The skills that are subject to the evaluation process are as follows:
- Correct use of the laws governing electromagnetic and geometrical optical phenomena.
- Critical attitude towards the obtained final results.
6.2.1.5. Syllabus:
ELECTROSTATICS: Electrical charge. Coulombs law. Electric field. Gausss law. Electric potential and energy.
Capacity. Capacitors. Electric field in matter. ELECTRIC CURRENT: Drude model. Electrical resistance. Ohms law.
Joule effect. DIRECT CURRENT CIRCUITS: Electromotive sources. Kirchoffs laws. RC circuits. MAGNETIC FIELD:
Biot-Savarts law. Amperes law. Magnetic energy. Coils. Coefficient of self-inductance. Magnetic force. Magnetic
field in matter. ELECTROMAGNETIC FIELD: Induction. Faradays law. Ampere-Maxwells law. Maxwells equations.
Electromagnetic waves. ALTERNATING CURRENT CIRCUITS: AC generators. Electrical impedance. RC, RL, LC and
RLC circuits. PROPERTIES OF LIGHT: Propagation. Reflexion. Refraction. Huyghens principle. Fermats principle.
Dispersion. Polarisation. GEOMETRICAL OPTICS: Mirrors. Refracting surfaces. Thin lenses. Optical instruments.
INTERFERENCE AND DIFFRACTION: Interference; single-slit or Double-slit diffraction
6.2.1.6. Demonstrao da coerncia dos contedos programticos com os objectivos da unidade curricular.
O objetivo principal da unidade curricular que os estudantes adquiram os conhecimentos fundamentais do
eletromagnetismo, de circuitos eltricos e de tica geomtrica, reas bsicas da Fsica, e indispensvel para uma
correta compreenso das cincias aplicadas, como o caso da Engenharia Qumica. Conforme se pode constatar
nos contedos programticos, estes incidem essencialmente nos fundamentos do eletromagnetismo e da tica
geomtrica.
6.2.1.6. Demonstration of the syllabus coherence with the curricular unit's objectives.
The main aim of this curricular unit is for students to acquire the fundamental knowledge of electromagnetism,
electrical circuits and geometrical optics, basic areas of Physics, and essential for a proper understanding of
applied sciences, such as Chemical Engineering. Therefore the syllabus is mainly focused on the fundamentals of
electromagnetism, electrical circuits and geometrical optics.
The development of reasoning, the solving of exercises in an independent and critical way and the acquisition of
work discipline are also goals of this course unit. For this purpose, students are encouraged to solve exercises by
themselves, being available a workbook that covers all the syllabus subjects.
Condies de Frequncia:
- Obtm frequncia, i.e., admisso aos exames finais, todo o estudante regularmente inscrito que:
1. No ultrapasse o mximo permitido de 9 (nove) faltas s aulas terico-prticas e prticas.
2. Obtenha a classificao mnima de 6 (seis) valores na componente da avaliao distribuda.
Frmula de avaliao:
AD-Avaliao Distribuida (0-20 valores)
EF-Exame Final (0-20 valores)
CF-Classificao Final (0-20 valores)
Se AD>=6 ento o estudante tem admisso ao exame final.
Para se obter aprovao unidade curricular , i.e., uma classificao final CF>=10(dez) valores, necessrio obter
o mnimo de 8 (oito) valores no exame final.
A AD tem um peso de 30% para a CF e o EF tem um peso de 70% para a CF.
Se EF>=8 ento CF=MAX(0.3*AD+0.7*EF, EF)seno CF=EF
Evaluation Formula:
DE-Distributed Evaluation(0-20 points)
FE-Final Exam(0-20 points)
FG-Final Grade(0-20 points)
If DE>=6 then the student is admitted to final exams.
In order to pass the curricular unit, i.e.FG>=10 points, and students must get a minimum grade of 8(eight)points on
the final exam.
DE has a 30% weight and FE has a 70% weight of the FG.
If FE>=8 then FG=MAX (0.3*DE+0.7*FE, FE)else FG=FE.
6.2.1.8. Demonstrao da coerncia das metodologias de ensino com os objectivos de aprendizagem da unidade
curricular.
As metodologias de ensino incluem exposio da matria, resoluo de exerccios, atendimento aos estudantes,
disponibilizao de material de apoio, seleo e sugesto com a devida antecedncia de exerccios para as aulas,
os quais os estudantes devem trabalhar antes, durante e depois das mesmas, e a realizao de minitestes ao longo
do semestre. Estas metodologias contribuem para se levarem prtica os contedos programticos e so usadas
para se obterem os resultados de aprendizagem pretendidos: uso correto das leis do eletromagnetismo, de
circuitos eltricos e de tica geomtrica, descrio do eletromagnetismo como uma teoria unificadora, uso de
vocabulrio tcnico apropriado, descrio de vrias aplicaes prticas do eletromagnetismo e aquisio de uma
atitude critica perante os resultados finais obtidos.
6.2.1.8. Demonstration of the coherence between the teaching methodologies and the learning outcomes.
The teaching methodologies include the presentation of the syllabus subjects, problem solving, assistance to the
students, provision of support material, selection and suggestion in advance of exercises for classes, which
students must work on before, during and after the classes, and taking midterm exams throughout the semester.
These methodologies contribute to implement the syllabus and are used to achieve the intended learning
outcomes: the correct use of laws of electromagnetism, electrical circuits and geometrical optics, the description of
electromagnetism as a unifying theory, the use of appropriate technical vocabulary, the description of several
practical applications of electromagnetism, electrical circuits and geometrical optics, and the acquisition of a
critical attitude towards the obtained final results.
Specifically, in theoretical-practical lessons (TP) the contents of the curricular unit are presented, followed by the
resolution and discussion with students of exemplifying exercises as well as experimental demonstrations
whenever possible; in laboratory sessions (PL) there is a greater emphasis on the resolution and analysis of
exercises, seeking to transfer more to students the initiative of the discussion so that they train and develop their
skills autonomously.
6.2.1.2. Docente responsvel e respectivas horas de contacto na unidade curricular (preencher o nome completo):
Maria Joana Monteiro de Carvalho Peres (35 h TP 1 turma/class; 63h PL 3 turmas/classes)
6.2.1.5. Syllabus:
1. Descriptive statistics
2. Probabilities
4. Discrete and continuous random variables
5. Distributions of Special Discrete Random variables: Uniform, Bernoulli, Binomial, Hypergeometric, Poisson
6. Distributions of Special Continuous Random variables: Uniform, Normal, Chi-square, t-Student, F-Snedcor
7. Sample distributions: Mean distribution and Central Limit Theorem
8. Estimators
9. Confidence intervals and hypothesis testing
10. Simple linear regression
11. Analysis of Variance (ANOVA)
12. Quality control
6.2.1.6. Demonstrao da coerncia dos contedos programticos com os objectivos da unidade curricular.
O programa definido pretende dar a conhecer aos estudantes os principais temas inerentes a uma unidade
curricular inicial de Estatstica, dotando os estudantes com uma viso informada da necessidade e utilidade da
Estatstica para resolver problemas nomeadamente na rea da Engenharia Qumica. dado enfoque nas
componentes de Estatstica Descritiva e principalmente de Estatstica Inferencial (Intervalos de Confiana, Testes
de Hipteses, Regresso Linear e Anlise de Varincia). Na base da Estatstica Inferencial esto os conceitos de
probabilidade, variveis aleatrias e suas distribuies sendo por isso necessrio lecionar estes contedos
previamente. A utilizao de um programa de estatstica possibilita uma melhor compreenso da parte terica e
prtica dos contedos programticos permitindo aos estudantes tratar casos prticos mais abrangentes.
6.2.1.6. Demonstration of the syllabus coherence with the curricular unit's objectives.
The defined programme aims at acquainting students with the major themes of an initial Statistics UC, providing
them with a informed view of the need and usefulness of statistics knowledge to solve problems particularly in the
area of Chemical Engineering. The focus is aimed at components Descriptive Statistics and Inferential Statistics
(Confidence Intervals, Hypothesis Testing, Linear Regression and Analysis of Variance). Central to Inferential
Statistics are the concepts of probability, random variables and their distributions. Therefore such contents are
introduced beforehand. Adopted supporting statistical software allows students to better master theory concepts
and deal with practical and median complexity scenarios.
Frmula de avaliao:
Para os estudantes que no tenham frequncia anterior na unidade curricular , a classificao final (CF)
calculada pela seguinte frmula: CF = max(0,25*MT + 0,75* EF,EF)
em que: MT = mdia aritmtica das trs melhores classificaes obtidas nos minitestes (nota mnima de 6,0 valores
para obteno de aprovao unidade curricular)
EF = classificao obtida no Exame Final com consulta do livro recomendado na bibliografia principal, com
utilizao parcial do R Commander (nota mnima de 6,0 valores para obteno de aprovao unidade curricular )
Estudantes que tenham obtido frequncia em anos anteriores podero optar por efetuar apenas o exame final,
sendo que a classificao final ser ento: CF = EF
Evaluation formula:
For students who have no previous attendance frequency to the curricular unit, the final classification (CF) is
calculated by the equation: CF = max(0.25*MT + 0.75*EF,EF) wherein:
MT = arithmetic average of the three best marks obtained in the mini-tests (minimum grade of 6.0 to obtain approval
to course unit)
EF = mark obtained in the open book Final Exam, with partial use of the R Commander (minimum grade of 6.0 for
approval to the curricular unit)
Students who have obtained attendance frequency in previous years may choose to perform only the final exam,
and the final classification is then: CF = EF
6.2.1.8. Demonstrao da coerncia das metodologias de ensino com os objectivos de aprendizagem da unidade
curricular.
As aulas, do tipo terico-prticas, so usadas para dar cumprimento aos objetivos mais relacionados com os
conceitos tericos dos assuntos apresentados.
Sempre que possvel, a teoria complementada com a apresentao de exemplos prticos que tambm mostram
as capacidades e as variadas aplicaes das reas envolvidas.
As aulas laboratoriais so usadas sobretudo para dar cumprimento aos objetivos mais relacionados com a
aplicao prtica dos conceitos tericos recorrendo a um programa de estatstica.
6.2.1.8. Demonstration of the coherence between the teaching methodologies and the learning outcomes.
The theoretical-practical classes are used to fulfil the objectives related to the theoretical concepts of the presented
subjects.
Whenever possible, the theory is complemented by the presentation of practical examples that also demonstrate
the capabilities and the varied applications of the areas involved.
Laboratory classes are used primarily to meet the objectives that are more connected with the practical application
of theoretical concepts resorting to a statistics programme.
6.2.1.2. Docente responsvel e respectivas horas de contacto na unidade curricular (preencher o nome completo):
Maria do Carmo da Silva Pereira (168 h PL 4 turmas/classes)
Nos LQF sero abordados os aspetos prticos da Qumica-Fsica. O objetivo do mdulo LQF colocar os
conceitos tericos num contexto experimental. Objetivos especficos: pr os estudantes em contacto com mtodos
experimentais rigorosos que ilustrem os conceitos da qumica-fsica; desenvolver percia experimental, observar
experincias, registar as observaes e analisar de forma crtica os resultados obtidos.
TUBAGENS.
6.2.1.5. Syllabus:
LQF - 1 PHASE EQUILIBRIA. 2 CHEMICAL EQUILIBRIUM. 3 CHEMICAL KINETICS. 4 THERMOCHEMISTRY. 5.
MACROMOLECULES
M2 - 1 STANDARDISATION. 2 TECHNICAL PRODUCT DOCUMENTATION. 3 ORTHOGRAPHIC REPRESENTATIONS. 4
INDICATION OF DIMENSIONS AND TOLERANCES. 5 PICTORIAL REPRESENTATIONS. 6 GEOMETRICAL PRODUCT
SPECIFICATION (GPS). 7 MECHANICAL SYSTEMS AND COMPONENTS FOR GENERAL USE. 8 INTRODUCTION TO
DIAGRAMMATIC DRAWINGS: SIMPLIFIED REPRESENTATION of PIPELINES.
6.2.1.6. Demonstrao da coerncia dos contedos programticos com os objectivos da unidade curricular.
O mdulo multidisciplinar LQF apresenta aspetos fundamentais da qumica fsica. Beneficiando do conhecimento e
competncias adquiridas anteriormente, aborda-se simultaneamente um conjunto de tcnicas que permitem a
caracterizao de macromolculas, estudos de cintica, equilbrio qumico, construo de um diagrama ternrio.
Adicionalmente, promove-se a aplicao dos conceitos abordados com base em diferentes casos de estudo
apresentados em artigos cientficos.
O mdulo M2 pretende dar a conhecer, aos estudantes, os principais temas inerentes aos objetivos enunciados,
nos domnios do Desenho de Construo e Especificao geomtrica do produto.
Esta UC aborda conceitos fundamentais que possibilitam o desenvolvimento de aplicaes na rea da engenharia
qumica.
6.2.1.6. Demonstration of the syllabus coherence with the curricular unit's objectives.
The multidisciplinary PCL module presents fundamental and applied aspects of physical chemistry. Benefiting from
the knowledge and skills acquired, it simultaneously addresses a set of techniques that allow for the
characterisation of macromolecules, kinetics studies, chemical equilibrium and construction of a ternary diagram.
Additionally, this course unit promotes the application of approached concepts based on different case studies
presented in scientific articles.
The module M2 seeks to make the main themes inherent to the objectives set out known to students, in the fields of
technical drawing and Geometric Product Specification.
This curricular unit covers fundamental concepts that enable the development of applications in the area of
chemical engineering.
A classificao final (CF) na escala de 20 valores ser obtida pela mdia ponderada das classificaes:
CF = 0,6 LQF + 0,4 M2 Sero aprovados os estudantes com classificao igual ou superior a 10 valores, havendo
uma obrigatoriedade de nota mnima de 10 valores para M1 e 6 valores para M2.
M2 - In the theoretical-practical classes a brief presentation of the syllabus, illustrated by the presentation of
examples of application and interspersed with the resolution, by some students, of exercises considered relevant.
The final classification (FC) on a scale from 0 to 20 is obtained based on the considered average of the following
classifications:
6.2.1.8. Demonstrao da coerncia das metodologias de ensino com os objectivos de aprendizagem da unidade
curricular.
LQF: Espera-se que os estudantes sejam capazes de: Interpretar e compreender os fenmenos qumicos e fsicos
da matria baseados nas experincias realizadas no laboratrio; Realizar de uma forma rigorosa trabalhos
experimentais; Elaborar relatrios cientficos e tcnicos; Apresentar oralmente e de uma forma sucinta os
resultados do trabalho experimental; Pesquisar artigos cientficos.
M2 - Espera-se que os estudantes sejam capazes de: Elaborar desenhos de objetos em representao ortogrfica e
com cotagem nominal; Ler desenhos de objetos em representao ortogrfica e fazer as correspondentes
representaes perspticas em axonometria isomtrica; Interpretar o significado de diferentes toleranciamentos
inscritos em desenhos tcnicos; Identificar diferentes componentes mecnicos normalizados existentes em alguns
sistemas mecnicos de utilizao corrente; selecionar as suas caractersticas; conhecer a sua representao em
desenho e as funes mecnicas elementares desempenhadas; Ler e elaborar representaes simplificadas de
tubagens.
6.2.1.8. Demonstration of the coherence between the teaching methodologies and the learning outcomes.
PCL - Students are expected to: Interpret and understand the chemical and physical phenomena of matter based on
experiments conducted in the laboratory; Perform rigorous experimental work; Prepare scientific and technical
reports; Present orally and succinctly the results of the experimental work; Search for scientific articles.
M2 - Students are expected to: Make drawings of objects in orthographic representation and with nominal
dimensioning; Read drawings of objects in orthographic representation and make the correspondent pictorial
representations (isometric drawings); Interpret the meaning of different tolerances inscribed in drawings; Identify
different standardised mechanical components in some mechanical systems for general use; select their
characteristics; know their representation in assembly drawings and the elementary mechanical functions
accomplished by them; Read and make simplified representations of pipelines.
David R. Lide, ed.; CRC Handbook of Chemistry and Physics, CRC Press, 2007
Jos A. Martinho Simes, et al., Guia do Laboratrio de Qumica e Bioqumica. ISBN: 972-757-146-8
Almacinha, J.; Simes Morais, J.;Texto de Apoio ao Mdulo de Noes de Desenho e Introduo Construo da
Unidade Curricular de Prticas de Engenharia Qumica II (MIEQ), SDI, DEMec, FEUP, 2010
6.2.1.2. Docente responsvel e respectivas horas de contacto na unidade curricular (preencher o nome completo):
Jos Incio Ferro de Paiva Martins (56h TP 1 turma/class)
6.2.1.5. Syllabus:
Introduction to Materials Science and Engineering. Atomic and interatomic structure. The structure of crystalline
solids. Imperfection in solids. Diffusion. Dislocations and hardening mechanisms. Fracture. Mechanical properties.
Efforts on structures in static equilibrium. Tests for determining the mechanical properties of materials. Design of
standard equipment in chemical engineering projects. Correlation of structure with mechanical properties. Phase
diagrams. Solid state transformations. Alteration of material properties via thermal or mechanical actions. Analysis
of changes in certain solid materials in the course of their processing. Metals, polymers, ceramics and composites:
characteristics, applications and processing. Electrical, thermal, optical and magnetic properties of materials and
its correlation with the structure. Corrosion and protection processes with a view to durability of materials.
Economic, environmental and social materials.
6.2.1.6. Demonstrao da coerncia dos contedos programticos com os objectivos da unidade curricular.
Os objetivos pretendidos atingir no mbito da Cincia e Engenharia dos Materiais esto estruturados do seguinte
modo:
1- Apresentar os fundamentos bsicos a um nvel adequado a partir de conhecimentos no mbito da fsica,
qumica e matemtica.
2- Desenvolver o contedo duma forma lgica, do mais simples para o mais complexo.
3- Nos primeiros 11 captulos abordam-se os materiais metlicos e suas ligas, por estruturalmente serem os mais
simples dos quatro tipos de materiais.
4- Nos seguintes 5 captulos tratam-se os cermicos, polmeros orgnicos e compsitos, suportados na matria
dada nos primeiros captulos: ligao atmica, estrutura cristalina, imperfeies, difuso, propriedades mecnicas,
deslocamentos, falha mecnica, diagramas de fases e transformaes de fases.
5- Permitir o dilogo na transmisso de conhecimentos, de modo a permitir o aprofundamento de certos assuntos,
e deste modo estimular o aluno na sua pesquisa.
6.2.1.6. Demonstration of the syllabus coherence with the curricular unit's objectives.
In the scope of the Science and Engineering of Materials, the desired goals are structured as follows:
1- Present, using an appropriate level of knowledge, the basics in the fields of physics, chemistry and mathematics.
2 Logically develop the content, from the simplest to the most complex.
3 - In the first 11 chapters metallic materials and alloys are addressed, since they are structurally the simplest of the
Frmula de avaliao: Avaliao distribuida com a realizao de quatro testes no seguintes dias: 7/10/2013;
1/11/2013; 25/11/2013; 16/12/2013
1- A nota final ser a mdia dos quatro testes.
2 - Se a nota final for inferior a sete valores, o aluno no tem direito a exame final.
3 - Os alunos que no tenham atingido a nota de dez valores faro um exame final na poca de recurso.
4 - Os alunos que tenham nota maior ou igual a dez valores podem requerer melhoria de nota por exame na poca
de recurso.
Evaluation formula: Distributed evaluation comprising four tests in the following days: 07/10/2013, 11/01/2013,
25/11/2013, 16/12/2013.
1 - The final grade is the average of the four tests.
2 - If the final grade is less than seven, the student is not entitled to take the final exam.
3 - Students who have not reached a grade of 10 will make a final examination during resit exam season.
4 - Students whose grade is higher than or equal to ten wishing to improve their grade, can do so during resit
season exam.
6.2.1.8. Demonstrao da coerncia das metodologias de ensino com os objectivos de aprendizagem da unidade
curricular.
A metodologia de ensino preconizada a seguinte:
1 Uso de PowerPoint, onde se sintetiza em cada slide a transmisso de conhecimento pretendida, apoiada em
figuras e fotografias elucidativas.
2 Recurso a pequenos filmes que facilitem a interpretao dos contedos, quer no domnio fundamental, quer no
domnio tecnolgico.
3 Demonstraes no quadro, quando se justifique um melhor esclarecimento de expresses apresentadas no
PowerPoint.
4 Questes de ndole prtica, que exigem a manipulao de sistemas de equaes, onde se procura atravs de
discusso uma atitude crtica do aluno sobre o modo de resoluo.
5 Questes de ndole descritiva, a fim de melhor se contextualizar o carcter descritivo de muitos dos conceitos
da cincia e engenharia dos materiais.
6 A exigncia de conhecimentos prvios nas cincias fundamentais sugere uma aprendizagem em regime de
estudo em contnuo. Deste modo, a avaliao dos estudantes ser distribuda, ou seja, atravs de quatro testes.
6.2.1.8. Demonstration of the coherence between the teaching methodologies and the learning outcomes.
The recommended teaching methodology is as follows:
1 - PowerPoint use, where each slide summarises the transmission of the desired knowledge, supported by
clarifying images and photographs.
2 - Use of short films that make the interpretation of the contents easier, either for fundamental or technological
fields.
3 - Demonstrations are explained on the board whenever further clarifications of power point expressions are
required.
4 - Practical issues that require students to handle equation systems, seeking to stimulate a critical attitude
through the discussion of a possible resolution.
5 - Descriptive issues, in order to better contextualise the descriptive nature of many of the concepts in science and
engineering of materials.
6 Previous knowledge on the fundamental sciences is required, which suggests a continuous study regime. This
way, the students evaluation will be distributed, that is, through four tests.
6.2.1.2. Docente responsvel e respectivas horas de contacto na unidade curricular (preencher o nome completo):
Jos Lus Cabral da Conceio Figueiredo (28 h T 0,67 turma/class)
Aquisio de conhecimentos bsicos sobre Cintica das Reaes, Catlise e Reatores Qumicos. Em particular, os
estudantes devem ser capazes de relacionar as leis de velocidade com os mecanismos reaccionais; analisar
resultados cinticos experimentais e deduzir as correspondentes leis de velocidade; seleccionar o tipo de
catalisador adequado para uma dada reaco; e projectar reactores nos casos mais simples (modelos ideais).
Acquire basic knowledge in reaction kinetics, catalysis and chemical reactors. In particular, students should be
able to relate rate laws with reaction mechanisms; interpret experimental kinetic data and obtain the corresponding
rate laws; select the adequate catalyst for a given reaction; and design chemical reactors in the simplest cases
(ideal models).
6.2.1.5. Syllabus:
1- Kinetics of chemical reactions
2- Heterogeneous catalysis
3- Introduction to Chemical Reactors: Ideal Reactors
4- Examples of catalytic processes. Detailed study of some industrial catalytic processes: relation between process
chemistry and the adopted engineering solutions.
6.2.1.6. Demonstrao da coerncia dos contedos programticos com os objectivos da unidade curricular.
A Engenharia das Reaces uma das reas fundamentais da Engenharia Qumica, e esta a primeira de uma
srie de unidades curriculares que lhe so dedicadas ao longo do curso. Logo, aqui que so apresentados os
fundamentos da unidade curricular: Cintica, Catlise, Reactores Ideais, em completa sintonia com os objectivos
da UC, e em conformidade com a bibliografia utilizada.
6.2.1.6. Demonstration of the syllabus coherence with the curricular unit's objectives.
Chemical Reaction Engineering is one of the main pillars of Chemical Engineering, and this is the first of a series of
curricular units which are dedicated to the subject. Therefore, it is here that the foundations of the curricular unit
are presented, namely reaction kinetics, catalysis, and ideal chemical reactors, in full accordance with the goals of
the curricular unit and the bibliography used.
Condies de Frequncia: Sero realizados 8 micro-testes. Os estudantes no podem exceder o nmero limite de
faltas estabelecido no Regulamento da FEUP e devem realizar os micro-testes.
Frmula de avaliao: A classificao final a atribuir ser calculada pela expresso: C = 0,25 Cf + 0,75 E em que Cf=
classificao de frequncia (mdia dos micro-testes, excluindo os 3 piores). E= classificao obtida no exame final.
Ser necessrio obter uma classificao superior ou igual a 7,5 valores no exame final para obter aprovao.No
exame de recurso, a classificao a atribuir ser a obtida na prova de exame.
Conditions for attendance: Students have to take 8 micro-tests. Students cannot exceed the number of class
absences established in FEUPs regulation, and must take the micro-tests.
Evaluation formula: The final classification is estimated based on the following formula: C = 0.25 Ca + 0.75 E in
which Ca= attendance frequency(average of the micro-tests; the 3 worst results will not be taken into account); E=
Exam
It is necessary for the student to obtain a classification that is higher than or equal to 7.5 in the final exam, in order
to be approved. In the resit exam, the classification corresponds to the mark obtained in that exam.
6.2.1.8. Demonstrao da coerncia das metodologias de ensino com os objectivos de aprendizagem da unidade
curricular.
As metodologias de ensino vm sendo otimizadas ao longo de vrios anos de ensino da unidade curricular, e foram
incorporadas no livro de texto principal, que da autoria dos docentes. A resoluo de exemplos ilustrativos nas
fases de exposio das matrias, a utilizao do quadro para essa exposio e a realizao frequente de micro-
testes nas aulas, contribuem para captar o interesse dos estudantes e atingir os objetivos da aprendizagem.
6.2.1.8. Demonstration of the coherence between the teaching methodologies and the learning outcomes.
The teaching methodologies have been continuously optimised throughout the years, and were incorporated in the
main textbook, which is authored by the teachers. Illustrative examples are solved in class alongside the
presentation of the syllabus, the blackboard being used for such purpose. In addition, there are frequent quizzes
during the classes, which help to capture the attention of the students and to reach the learning objectives.
6.2.1.2. Docente responsvel e respectivas horas de contacto na unidade curricular (preencher o nome completo):
Alexandra Maria Pinheiro da Silva Ferreira Rodrigues Pinto (42 h TP 0,86 turma/class)
Learning Outcomes - solve problems involving mass transport, design simple mass transfer equipment Acquisition
of competencies - development of critical thinking to solve engineering problems, development of skills in
knowledge integration, stimulate teamwork.
6.2.1.5. Syllabus:
1 - Introduction -Mass transfer mechanisms: diffusion and convection -Ficks first law; 2 - Mass transfer between
phases Conditions in <AXthe contact surface between distinct phases - Convection law - Distributed solute
between fluids in contact - Interfacial transfer - Correlations to determine coefficients of mass transfer 3 -
Generalization of the Fick Rate equation; 4 - Transient Diffusion - Ficks second law - Diffusion in a half-space -
Diffusion limited by a surface impermeable to solute - Solute penetration distance - Surface renewal theory; 5- Mass
transfer in simple unit operation equipment - Cell of mass transfer with perfect mix in each of the phases. 6- Design
and operation of packed towers. Bubble tanks; 7- Introduction to mass transfer with chemical reaction;
8-Introduction to simultaneous heat and mass transfer.
6.2.1.6. Demonstrao da coerncia dos contedos programticos com os objectivos da unidade curricular.
Os contedos programticos foram elaborados para irem de encontro dos objetivos da unidade curricular.
Comea-se pela compreenso dos mecanismos de transferncia de massa, e pela sua descrio matemtica,
evoluindo de situaes muito simples para situaes mais complexas, da resoluo de problemas bsicos para a
resoluo de problemas de mbito mais alargado nomeadamente o projeto de equipamento simples e de colunas
de enchimento.
6.2.1.6. Demonstration of the syllabus coherence with the curricular unit's objectives.
The syllabus was prepared to meet the objectives of the curricular unit. It begins by understanding the mechanisms
of mass transfer and their mathematical description, evolving from simple situations to more complex situations,
from the resolution of basic problems to the resolution of more comprehensive problems, namely the design of
simple equipment and packed columns.
Para a obteno da frequncia, coincidente com a AD, os estudantes devero resolver 2 problemas (1 individual e 1
em grupo) e realizar 1 miniteste. Os estudantes que j tenham frequncia em anos anteriores podero optar pela
realizao da AD, ou apenas por exame final,.
Classificao Final )CF): CF= 0,30 x AD + 0,70 x EF
AD- avaliao distribuda. Os estudantes tero que obter um mnimo de 8 valores EF.
For attendance frequency, coinciding with the AD, students must solve two problems (one individually and one in
group) and take 1 mini-test. Students with attendance in the previous year may choose to perform the AD, or just
the final exam.
Final mark (CF): CF=0.30+0.70xADx EF
AD-distributed evaluation.
Students must obtain a minimum of 8 in EF.
Final Mark: FM=0,30xCA+0,70xFE(FE- Final exam) Students have to reach a minimum grade of 8 out of 20 in the FE.
6.2.1.8. Demonstrao da coerncia das metodologias de ensino com os objectivos de aprendizagem da unidade
curricular.
Uma vez que o objetivo principal da unidade curricular (UC) consiste na aprendizagem dos conceitos fundamentais
de Transferncia de Massa, a metodologia utilizada baseia-se na exposio terica dos conceitos, acompanhada
pela resoluo de exemplos e de visualizao de vdeos com pequenas demonstraes, para que os estudantes
percebam os fenmenos fsicos envolvidos.
No seu processo formativo o estudante participar em aulas expositivas, realizar trabalhos tericos e prticos,
individuais e em grupo convenientemente acompanhados pelo docente. O processo de ensino-aprendizagem
estar centrado no trabalho (autnomo e tutorado) do estudante e ser efetuada uma monitorizao constante da
evoluo e da aquisio de conhecimentos e competncias pelo mesmo. Dever resultar daqui uma aprendizagem
mais proativa e dinmica, com recurso a metodologias mais diversificadas, que globalmente apoiem o estudante na
assuno da sua responsabilidade pessoal no processo de aprendizagem, tornando-o gradualmente mais
autnomo e independente.
Concretamente, na unidade curricular de Fenmenos de Transferncia II ser adotada uma metodologia de ensino
que privilegia a aquisio das competncias, especializadas e especficas, que capacitem para o exerccio
profissional competente, para a interveno social e para a investigao.
6.2.1.8. Demonstration of the coherence between the teaching methodologies and the learning outcomes.
Since the main objective of the course unit is to learn the fundamental concepts of Mass Transfer, the methodology
used is based on the theoretical presentation of concepts, followed by problem solving and watching videos with
small demonstrations, so that students understand the physical phenomena involved.
In his/her formative process, the student participates in theoretical lessons, conducts theoretical and laboratory
assignments, individually or in group, whilst monitored by the teacher.
The teaching / learning process is focused on the students (autonomous and supervised) work, in particular
laboratory assignments performed during the semester, together with an informal regular monitoring of the
development and acquisition of knowledge and skills by the said student. The aim is to obtain a more proactive and
dynamic learning that can lead the student to accept his/her personal responsibility in the learning process, making
him/her gradually more autonomous and independent. More to the point, the Transport Phenomena II course unit
adopts a teaching methodology that privileges the acquisition of specialised and specific competencies that qualify
the student for the competent exercise of his/her profession, for social intervention and research.
6.2.1.2. Docente responsvel e respectivas horas de contacto na unidade curricular (preencher o nome completo):
Joo Rui Ferreira Guedes de Carvalho (126 h PL 3 turmas/classes).
Os estudantes vo: (i) pr em prtica conhecimentos de UCs anteriores e (ii) adquirir conhecimentos de mecnica
estrutural. Esta UC engloba duas componentes distintas: Engenharia Qumica EQ (3 h/semana) e Mecnica (2
h/semana). (A) Componente "EQ" Constituda por aulas tradicionais de Laboratrio (LabEQ) que alternam
(semana a semana) com Oficinas temticas, sobretudo em temas de Fluidos e Calor. (B) Componente "Mecnica"
Introduo de conceitos bsicos de Mecnica dos Slidos e Resistncia de Materiais e contacto laboratorial com
ensaios para determinao de flechas e tenses e comportamento mecnico de materiais. Em suma, abordagem
introdutria aos conceitos de resistncia e comportamento de estruturas e/ou componentes mecnicos.
Os estudantes vo tomar contacto com fenmenos fsicos e processos fsico-qumicos simples, a nvel
experimental e desenvolver competncias de anlise dos mesmos.
Students will: (i) put into practise knowledge acquired in previous curricular units (ii) acquire knowledge in
structural mechanics. This course unit comprises two distinct components: Chemical Engineering EQ (3 h / week)
and Mechanics (2 hours / week). (A) EQ component consisting of 'traditional' laboratory classes (LabEQ)
alternating (weekly) with 'thematic workshops', especially on issues of Fluids and Heat. (B) Mechanics
component: Introduction to basic concepts in Solid Mechanics and Strength of Materials and contact with lab tests
to determine arrows and stresses and the mechanical behaviour of materials. In short, introductory approach to the
concepts of resistance and behaviour of structures and / or mechanical components.
Students will come into contact with physical phenomena and experimental physical-chemical processes and
develop analysis skills.
(A) "EQ": So realizadas cinco/seis Trabalhos laboratoriais (LabEQ) e outras tantas Oficinas temticas. So
exemplos: 1-Escoamento num empilhamento eq.Ergun; 2- Gradiente de presso numa conduta ; 3- Arrefecimento
por conveo natural ou forada; 4- Velocidade terminal e coeficiente de arrasto; 5- Medio de caudais; 6- Curvas
caratersticas de uma bomba
7- Perda de carga e fator de atrito (Cf); 8- Perdas de carga localizadas.
2-Realizao dos trabalhos: A - Ensaio de trao para determinao das propriedades de materiais. B -
Instrumentao usando extensmetros eltricos. C - Anlise de uma viga encastrada.
6.2.1.5. Syllabus:
(A) EQ: Five/six lab assignments (LabEQ) are carried out, along with other thematic workshops. For instance:
1-Flow in a stacking - eq.Ergun, 2 - Gradient pressure in a duct, 3 - Cooling by natural or forced convection; 4 -
Terminal Velocity and drag coefficient; 5 - Measurement of flow rates; 6 - characteristic curves of a pump
7 - Pressure drop and friction factor (Cf); 8 - Load losses located.
6.2.1.6. Demonstrao da coerncia dos contedos programticos com os objectivos da unidade curricular.
Os contedos programticos foram elaborados para irem de encontro aos objetivos da unidade curricular. Ou seja,
foram implementados diversos trabalhos de ndole laboratorial que permitem aos estudantes a consolidao de
conhecimentosde engenharia qumica, nomeadamente nas reas de
mecanica dos fluidos, transferncia de calor e termodinamica
6.2.1.6. Demonstration of the syllabus coherence with the curricular unit's objectives.
The syllabus was made to meet the objectives of this curricular unit.
That is to say, several laboratory experiments were implemented, enabling the students to consolidate the
background theoretical knowledge in tchemical engineering, namely in the areas of fluid mechanics, heat transfer
and thermodynamics.
"EQ"- LabEQ: Os trabalhos so realizados pelos estudantes, divididos em pequenos grupos, com escrita de um
relatrio sucinto (para cada trabalho) e discusso do mesmo.
Oficinas: Em cada sesso feita uma breve apresentao/descrio das tcnicas a utilizar ao coletivo dos
estudantes (at 8), que passam em seguida prtica individual (quando possvel) das mesmas.
"Mecnica" Aulas terico-prticas: Apresentao de conceitos ao coletivo dos estudantes e realizao de
exerccios Laboratrio: Realizao de trabalhos experimentais em grupos de 3/4 estudantes, seguida de escrita de
relatrio sobre cada trabalho e discusso.
Frmula de avaliao:
Classificao Final = (2/3)*Classificao a EQ + (1/3)*Classificao a Mecnica
A classificao final EQ para os estudantes que tenham faltado a uma ou mais atividades contempla a subtrao
das penalizaes correspondentes.
Evaluation formula :
Final grade = ( 2/3 ) * EQ grade + ( 1/3 ) * Mechanic grade.
The final EQ grade for students, who have missed one or more activities, includes the subtraction of the
corresponding penalties.
6.2.1.8. Demonstrao da coerncia das metodologias de ensino com os objectivos de aprendizagem da unidade
curricular.
As metodologias de ensino acima descritas foram elaboradas para irem de encontro aos objetivos da unidade
curricular. Assim, os trabalhos laboratoriais implementados e a sua anlise (relatrios e discusses) permitem aos
estudantes a aquisio de aptides na rea da pesquisa cientfica (formulao e teste de hipteses, planeamento
experimental, pesquisa de informao), estimulando-se o pensamento crtico e criativo. Por outro lado, os
trabalhos obrigam apresentao de relatrios escritos e discusses presenciais, o que permite a aquisio de
competncias nas reas de comunicao oral e escrita, estimulando-se o trabalho em grupo.
6.2.1.8. Demonstration of the coherence between the teaching methodologies and the learning outcomes.
The teaching methodologies described above were defined to meet the objectives of the curricular unit. Therefore,
the laboratory assignments implemented and their analysis (reports and oral discussions) enable students to
acquire skills in the area of scientific research (formulation and testing of hypotheses, experimental design, search
for scientific information), stimulating critical and creative thinking.
On the other hand, the assignments require the submission of written reports and discussions, which allow for the
acquisition of skills in the areas of oral and written communication, also stimulating group work.
J. M. Coulson & J. F. Richardson ; with J. R. Backhurst and J. H. Harker; Chemical engineering. ISBN: 0-7506-4444-3
6.2.1.2. Docente responsvel e respectivas horas de contacto na unidade curricular (preencher o nome completo):
Domingos Azevedo Gonalves Barbosa (63 h TP 1 turma/class)
6.2.1.5. Syllabus:
INTRODUCTION: Characterisation and classification of separation processes.
SOLVENT EXTRACTION: Liquid-Liquid and solid-liquid extraction. Cross and counter-current flow operation.
Supercritical extraction, two aqueous phase systems, and the use of ionic liquids as solvents.
BINARY DISTILLATION: McCabe-Thiele method. Use of Murphree and vaporisation efficiencies.
MULTICOMPONENT DISTILLATION: Rigorous and short-cut methods. Extractive, azeotropic and reactive distillation.
BATCH DISTILLATION: Rayleigh, constant reflux and constant composition distillation.
SELECTION AND SEQUENCING OF SEPARATION PROCESSES: The heuristic method of Nadgir & Liu.
EVAPORATION: Analysis of single effect and multi-effect evaporation systems.
DRYING AND HUMIDIFICATION: Notion of humidity and use of the psychrometric diagram. Drying velocity laws.
Dryer design. Lyophilization.
6.2.1.6. Demonstrao da coerncia dos contedos programticos com os objectivos da unidade curricular.
O objetivo desta unidade curricular apresentar aos estudantes os processos de separao mais convencionais da
indstria qumica e afins, estudando a influncia das principais variveis de projeto e operatrias no desempenho
destas operaes unitrias. Assim, so estudados os processos de extrao com solventes, destilao,
evaporao e secagem, indicando quando devem ser usados e as principais interligaes entre as diferentes
variveis de projeto e de operao. A informao desta unidade curricular complementada em Processos de
Separao II atravs do estudo de algumas das novas tecnologias de separao.
6.2.1.6. Demonstration of the syllabus coherence with the curricular unit's objectives.
The aim of this course unit is to introduce students to the most conventional separation processes in the chemical
and similar industries, indicating the influence of the main design and operating variables on the performance of
these unit operations. The processes to be studied include solvent extraction, distillation, evaporation and drying,
learning when these processes should be used, and how their main design and operating variables are interrelated.
The information given by this course unit will be complemented with the study of some of the new separation
technologies in Separation Processes II.
6.2.1.8. Demonstrao da coerncia das metodologias de ensino com os objectivos de aprendizagem da unidade
curricular.
A compreenso dos princpios bsicos e da influncia das variveis de projeto e operatrias no desempenho dos
diferentes processos de separao feita atravs dos conceitos lecionados e pela resoluo de problemas
exemplificativos.
6.2.1.8. Demonstration of the coherence between the teaching methodologies and the learning outcomes.
The understanding of the basic principles and the influence of the design and operating variables on the
performance of the different processes is done through the concepts taught and exemplified by problem solving.
Edmundo Gomes de Azevedo e Ana Maria Alves; "Engenharia de processos de separao". ISBN:
978-972-8469-80-1,
J.D. Seader, Ernest J. Henley; "Separation process principles". ISBN: 0-471-46480-5.
Stanley M. Walas; "Chemical process equipment". ISBN: 0-7506-9385-1,
Warren L. McCabe, Julian C. Smith, Peter Harriott; "Unit operations of Chemical Engineering". ISBN: 0-07-112738-0.
6.2.1.2. Docente responsvel e respectivas horas de contacto na unidade curricular (preencher o nome completo):
Jos Miguel Loureiro (56 h TP 1 turma/class)
6.2.1.5. Syllabus:
Real Chemical Reactors: hydrodynamics, mass/heat transfer, chemical reaction. Theory of Residence Time
Distribution (RTD). Notions of age, life expectancy and residence time. Distribution of age, residence time and
intensity function. Tracer methodology. F and C curves of Danckwerts. Relation between RTD and F and C curves.
Diagnosis of ill-functioning of reactors. Conversion in real reactors. Total segregation and maximum mixedness.
Zwietering equation. Flow models in real reactors. Cascade and axial dispersion model reactor. Application of RTD
in Chemical Engineering, Pharmacokinetics and environment. Non-isothermal and non-adiabatic reactors. Energy
balances in reactors. Adiabatic reactors. Reactor design for complex reactions: yield and selectivity. New reactor
types (reverse flow, monoliths, micro-reactors); multifunctional reactors.
6.2.1.6. Demonstrao da coerncia dos contedos programticos com os objectivos da unidade curricular.
Resulta claramente da leitura dos contedos programticos que eles conduzem necessariamente realizao
completa dos objetivos da UC. De facto, no possvel analisar e/ou projetar reatores reais sem um conhecimento
prvio do escoamento dentro da unidade e das cinticas (fsica e qumica) envolvidas. Por outro lado, dado que a
maioria das reaes qumicas so exo ou endotrmicas, os balanos energticos so essenciais. Finalmente, na
indstria raramente as reaes desejadas decorrem sozinhas, pelo que o estudo das reaes complexas, de forma
a promover a desejada por oposio s parasitas, se justifica plenamente.
6.2.1.6. Demonstration of the syllabus coherence with the curricular unit's objectives.
From reading the syllabus, it is clear that the contents necessarily lead to the fulfilment of the objectives of the
course unit. As a matter of fact, it is not possible to analyse and/or design real reactors without real previous
knowledge of the flow inside the unit and kinetics (physical and chemical) involved. On the other hand, since the
majority of the chemical reactions are exothermic or endothermic, energy balances play a fundamental role in their
study. Finally, in industry the desired reactions seldom occur alone; this is why the study of complex reactions, in
order to promote the desired reaction instead of the parasite one, is fully justified.
Practical sessions aim at teaching techniques for solving reactor problems, including the simulation of reactors.
Conditions for attendance: Those within the law. Class attendance is mandatory.
Students with attendance frequency from the previous year, are not obliged to attend classes and their evaluation
will also be distributed (final exam + project).
Evaluation formula:
CF= p1* EF+ p2 *P; EF= final exame, P=Project
p1=0.75
p2=0.25
p1+p2=100%
6.2.1.8. Demonstrao da coerncia das metodologias de ensino com os objectivos de aprendizagem da unidade
curricular.
A experincia mostra que a metodologia usada apropriada aos efeitos desejados. De facto, embora as aulas
expositivas estejam "fora de moda", elas so ainda a melhor forma de introduzir conceitos complexos como os que
so ensinados nesta unidade curricular. Estas aulas, durante as quais so resolvidos exemplos de aplicao, so
complementadas pela soluo de inmeros problemas cujos enunciados so distribudos no incio do semestre.
Finalmente, a integrao dos conhecimentos conseguida pela realizao de um projeto em pequenos grupos,
fora de aula, em que as capacidades individuais de estudo e de trabalho em grupo so treinadas e testadas.
6.2.1.8. Demonstration of the coherence between the teaching methodologies and the learning outcomes.
Experience shows that the methodology used is suited to the learning outcomes.
In fact, although presentation classes are out of fashion, they are still the best way to introduce the complex
concepts taught in this curricular unit. These classes, during which application examples are solved, are
complemented by the solution of countless problems distributed in the beginning of the semester. Finally, the
integration of knowledge is achieved by carrying out a group project, out of class, in which the individual capacities
of study and group work are trained and tested.
6.2.1.2. Docente responsvel e respectivas horas de contacto na unidade curricular (preencher o nome completo):
Joo Bernardo Lares Moreira de Campos (56 h TP 1 turma/class)
6.2.1.5. Syllabus:
1. Study and design of facilities involving internal fluid flows - Pumps and ventilators - Flow in branched pipes -
Compressible fluid flows - Non-Newtonian fluid flows - Agitation and mixture 2. Study and design of facilities
involving fluid flow and solid particles - Flow in fixed and fluidized porous layer - Elutriation - Sedimentation -
Pneumatic transport - Filtration - Cyclones 3. Study of some physical-mechanical separation processes -
Centrifugation - Milling and Sieving 4. Study and design of mass and heat transference processes - Humidification -
Cooling columns - Dryers
6.2.1.6. Demonstrao da coerncia dos contedos programticos com os objectivos da unidade curricular.
Esta unidade curricular est na sequncia da de Mecnica de Fludos (MF - 2 ano -1 semestre). Numa 1 parte
6.2.1.6. Demonstration of the syllabus coherence with the curricular unit's objectives.
This course unit follows up on the Fluid Dynamics (MF - 2nd year-1st semester). In the first component, of the MF
study is complemented by the study of piping networks, pumps and pumping systems, compressible fluids and
non-Newtonian fluids. Afterwards, the study of boundary layers and forces upon submerged objects is presented.
After this first component, the concepts are applied to the common process units in Chemical Engineering:
fluidization, filtration, elutriation, sedimentation, cyclones and centrifugation.
Finally, psychometrics and cooling towers design, complementary topics of transfer phenomena curricular units,
are studied.
Condies de Frequncia: Ser dada frequncia na unidade curricular aos estudantes que realizarem,
independentemente da classificao, o projeto aberto e o trabalho laboratorial.
Conditions for attendance: Students who, regardless of the mark, carry out the open project and laboratory
assignment will be given attendance frequency.
Evaluation formula: FG= 0.20*P+0.10*LA+0.20*MN+0.50*FE, in which FG- Final Grade P- Open project LA-
Laboratory Assignment MN- Mini-Tests FE- Final Exam
6.2.1.8. Demonstrao da coerncia das metodologias de ensino com os objectivos de aprendizagem da unidade
curricular.
Por se tratar uma unidade curricular com forte enfase na aplicao de conceitos, proposto aos estudantes a
elaborao de um projeto aberto em que tm de projetar uma rede de tubagens. O fim a que se destina esta rede de
tubagens deixado ao critrio e criatividade dos estudantes. Como requisitos tem de haver um sistema de
bombagem a operar numa gama de caudais comandado por vlvulas de controlo.
O trabalho laboratorial de caracterizao da distribuio de tamanhos de uma amostra de slidos inicia a segunda
parte da matria e permite chamar a importncia que esta distribuio tem nos processos de separao
slido/lquido /gs que so estudados.
Estes trabalhos so executados ao mesmo tempo que nas aulas terico-prticas so expostos os conceitos e
resolvidos exerccios de aplicao.
6.2.1.8. Demonstration of the coherence between the teaching methodologies and the learning outcomes.
Because this is curricular unit is based on the application of concepts, students prepare an open project, where
they have to design a network of pipes. The purpose of this network is left to the creativity of the students.
The requirements are the existence of a pumping system to operate a range of flows commanded by control valves.
The laboratory work to characterise the size distribution of a sample of solids initiates the second part of the units
subject and allows underline the importance of this distribution in processes of solid / liquid / gas separation which
are being studied.
These works are executed while theoretical and practical concepts are exposed and exercises solved in the classes.
Bruce R. Munson, Donald F. Young, Theodore H. Okiishi;Fundamentals of fluid mechanics. ISBN: 0-471-85526-X
6.2.1.2. Docente responsvel e respectivas horas de contacto na unidade curricular (preencher o nome completo):
Joo Rui Ferreira Guedes de Carvalho (126 h PL 3 turmas/classes)
Os estudantes vo tomar contacto com fenmenos fsicos e processos fsico-qumicos simples, a nvel
experimental e desenvolver competncias de anlise dos mesmos, bem como capacidade de comunicao escrita
e oral dos resultados obtidos.
Vo tambm aprender conceitos bsicos de eletricidade e magnetismo e suas aplicaes prticas.
Students will come into contact with physical phenomena and simple physicochemical processes,at an
experimental level,and develop analysis skills, and communication skills,oral and written,of the results.
They will also learn basic concepts of electricity and magnetism and their practical application.
6.2.1.5. Syllabus:
(A) EQ: Six /seven lab assignments (LabEQ) are carried out in the areas of M.Transfer, Sep. Processes, Fluid Flow
(B) Electro: Theoretical-practical lessons are expository and comprise the consolidation of theoretical concepts
lectured in the Physics II curricular unit (2nd semester of the 2nd year). In lab sessions 6 experiments are
performed about the following topics:
1- tension, current and power measurement;
2- Series and in parallel circuits;
3- DC circuits;
4- AC circuits;
5- Magnetic fields and forces;
6.2.1.6. Demonstrao da coerncia dos contedos programticos com os objectivos da unidade curricular.
Os contedos programticos foram elaborados para irem de encontro aos objetivos da unidade curricular. Ou seja,
foram implementados diversos trabalhos de ndole laboratorial que permitem aos estudantes a consolidao de
conhecimentosde engenharia qumica, nomeadamente nas reas de mecanica dos fluidos, transferncia de massa
e transferncia de calor e parcialmente em manuseamento e separao de misturas slido-fluido.
6.2.1.6. Demonstration of the syllabus coherence with the curricular unit's objectives.
The syllabus was made to meet the objectives of this curricular unit.
That is to say, several laboratory experiments were implemented, enabling the students to consolidate the
background theoretical knowledge in chemical engineering, namely in the areas of fluid mechanics, mass transfer
heat transfer and, partially in handling and separting solido-fluid solutions.
Realizao dos trabalhos experimentais em grupos de 2 estudantes, seguida da escrita de um relatrio muito
sucinto (para cada trabalho) e discusso do mesmo.
Condies de Frequncia:
Esta unidade curricular no tem exame final e os estudantes tm de: (a) participar ativamente na realizao de
todos os trabalhos laboratoriais que lhes so propostos e na escrita dos relatrios correspondentes; (b) realizar
todos os testes escritos que lhes so propostos ao longo do semestre.
Frmula de avaliao:
Classificao Final = (2/3)*Classificao a EQ + (1/3)*Classificao a Eletro
A classificao final EQ para os estudantes que tenham faltado a uma ou mais atividades est sujeita a subtrao
das penalizaes correspondentes s faltas na realizao de atividades.
No clculo da classificao final na componente Eletro, atribudo um peso de 50% (ou mais).
This course unit does not have a final exam and the students have to:
(a) Actively participate in the production of all proposed lab assignments and write the corresponding reports;
(b) Take all the written exams proposed throughout the semester;
Evaluation formula:
The final The final EQ grade for students, who have missed one or more activities, includes the subtraction of the
corresponding penalties.
To estimate the final grade, the Electro component represents 50% (or more).
6.2.1.8. Demonstrao da coerncia das metodologias de ensino com os objectivos de aprendizagem da unidade
curricular.
As metodologias de ensino acima descritas foram elaboradas para irem de encontro aos objetivos da unidade
curricular. Assim, os trabalhos laboratoriais implementados e a sua anlise (relatrios e discusses) permitem aos
estudantes a aquisio de aptides na rea da pesquisa cientfica (formulao e teste de hipteses, planeamento
experimental, pesquisa de informao), estimulando-se o pensamento crtico e criativo. Por outro lado, os
trabalhos obrigam apresentao de relatrios escritos e discusses presenciais, o que permite a aquisio de
competncias nas reas de comunicao oral e escrita, estimulando-se o trabalho em grupo.
6.2.1.8. Demonstration of the coherence between the teaching methodologies and the learning outcomes.
The teaching methodologies described above were defined to meet the objectives of the curricular unit. Therefore,
the laboratory assignments implemented and their analysis (reports and oral discussions) enable students to
acquire skills in the area of scientific research (formulation and testing of hypotheses, experimental design, search
for scientific information), stimulating critical and creative thinking.
On the other hand, the assignments require the submission of written reports and discussions, which allow for the
acquisition of skills in the areas of oral and written communication, also stimulating group work. School outings
and the research work regarding industrial implementation allow students to come into direct contact with
business contexts.
J. M. Coulson & J. F. Richardson ; with J. R. Backhurst and J. H. Harker; Chemical engineering. ISBN: 0-7506-4444-3
6.2.1.2. Docente responsvel e respectivas horas de contacto na unidade curricular (preencher o nome completo):
Jos Miguel Loureiro (42 h TP 0,67 turma/class)
O estudante deve ser capaz de projetar um processo de adsoro ou de membranas para uma dada separao.
The student should be able to design an adsorption or membrane process for a given separation.
6.2.1.5. Syllabus:
Separation processes: classification. Percolation processes. Adsorption processes. Adsorption. Classification of
adsorbents. Structure: homogeneous, porous, bidisperse; new forms. Equilibrium measurement and prediction;
diffusivity measurement. Batch adsorption. Equilibrium and operation lines. Analogy: the batch adsorber as a
dynamic system. Adsorption in packed bed. Industrial processes. Propagation of concentration waves: De Vault
equation. Equilibrium theory: dispersive and compressive waves. Stationary fronts. The adsorption column as a
dynamic system. Chromatography. HETP and Van Deemter equation. Ion exchange. Cyclic processes: Pressure
swing adsorption (PSA), Simulated moving bed (SMB), Temperature swing adsorption (TSA) and parametric
pumping (PP). Membrane processes. Basic concepts. Modules. Gas permeation. Reverse osmosis. Microfiltration,
ultrafiltration and nanofiltration. Pervaporation. Concentration polarization. Gel formation and fouling.
6.2.1.6. Demonstrao da coerncia dos contedos programticos com os objectivos da unidade curricular.
Resulta claramente da leitura dos contedos programticos que eles conduzem necessariamente realizao
completa dos objetivos da UC. De facto, no possvel analisar e/ou projetar processos de adsoro ou de
membranas sem um conhecimento prvio do equilbrio e cintica envolvidos. A sua aplicabilidade industrial e a
semelhana entre os processos cromatogrficos (adsoro, permuta inica) ser posta em evidncia, evidenciando
tambm as diferenas relevantes de forma a habilitar os estudantes com as ferramentas necessrias consecuo
dos objetivos previstos para a unidade curricular.
6.2.1.6. Demonstration of the syllabus coherence with the curricular unit's objectives.
From the reading of the syllabus, it is clear that the contents are necessarily conducive to the fulfilment of the
objectives of the curricular unit. In fact, it is not possible to analyse and/or design adsorptive or membrane
processes without a previous knowledge of the involved equilibrium and kinetic phenomena. Their industrial
application and the similarity among the adsorptive processes (adsorption, ion exchange) will be stressed, as well
as their differences, in order to equip students with the necessary tools to the fulfilment of the curricular units
objectives.
6.2.1.8. Demonstrao da coerncia das metodologias de ensino com os objectivos de aprendizagem da unidade
curricular.
A compreenso dos princpios bsicos e da influncia das variveis de projeto e operatrias no desempenho dos
diferentes processos de separao feita atravs dos conceitos lecionados e pela resoluo de problemas
exemplificativos. A resoluo assistida de problemas, assim como o recurso a programas de projeto aproximado e
de simulao permitir aos estudantes perceber a interdependncia das diferentes variveis de projeto e operao
e como estas influenciam a separao obtida nos diferentes processos de separao estudados.
6.2.1.8. Demonstration of the coherence between the teaching methodologies and the learning outcomes.
The understanding of the basic principles and the influence of the design and operating variables on the
performance of the different processes is done through the concepts taught and exemplified by problem solving.
Assisted problem solving, as well as the use of programmes for shortcut design and simulation software will allow
students to understand the interdependence of the various design and operating variables and how they influence
the obtained separation.
6.2.1.2. Docente responsvel e respectivas horas de contacto na unidade curricular (preencher o nome completo):
Jos Lus Cabral da Conceio Figueiredo (28 h T 1 turma/class)
6.2.1.5. Syllabus:
1. Chemistry and Physics of Surfaces Surface tension and contact angle; Laplace, Kelvin and Young equations
Cohesion, adhesion and spreading Methods to determine surface tension and contact angle; Porosimetry
Formation of insoluble monolayers; Langmuir-Blodgett films; Adsorption from solution: Gibbs equation;
Detergency and fluctuation; Colloidal systems; Micelles, emulsions and microemulsions 2. Adsorption at the
Gas/Solid Interface. Textural Characterization of Porous Materials Physical and chemical adsorption; Equilibrium
and adsorption isotherms; Porous solids; mechanisms of vapour retention; Analysis of physical adsorption
isotherms: B.E.T method; Standard isotherms; Analysis of adsorption isotherms by t and ALFA methods; Capillary
condensation and evaporation; application of Kelvins equation; Adsorption in microporous solids Characterisation
of porous materials (adsorbents and catalysts); Activated carbon 3. Electrical phenomena at the interface .The
double layer.
6.2.1.6. Demonstrao da coerncia dos contedos programticos com os objectivos da unidade curricular.
Os contedos so adequados aos objetivos, e esto de acordo com a bibliografia indicada.
6.2.1.6. Demonstration of the syllabus coherence with the curricular unit's objectives.
The syllabus is in alignment with the objectives and is in agreement with the advised bibliography.
Durante as aulas terico-prticas gerais (TPg) sao expostos os fundamentos da unidade curricular e apresentados
exemplos, e nas aulas terico-prticas por turma (TPt) so discutidos e resolvidos exerccios seleccionados.
6.2.1.8. Demonstrao da coerncia das metodologias de ensino com os objectivos de aprendizagem da unidade
curricular.
As metodologias de ensino vm sendo otimizadas ao longo de vrios anos de ensino da unidade curricular, e foram
em parte incorporadas num dos livros de texto indicados, que da autoria dos docentes.
6.2.1.8. Demonstration of the coherence between the teaching methodologies and the learning outcomes.
The teaching methods have been continuously improved throughout the years in this curricular unit, and were
partially incorporated in one of the main recommended textbooks, which is authored by the lecturers.
6.2.1.2. Docente responsvel e respectivas horas de contacto na unidade curricular (preencher o nome completo):
Fernando Alberto Nogueira da Rocha (56 h TP 1 turma/class)
industrial, de uma forma crtica e integrada, que lhes permitam identificar e resolver problemas dentro de um
quadro complexo e de incerteza.
Pretende-se que os estudantes saibam enfrentar, com atitude crtica, problemas num quadro de incertezas,
permitindo-lhes estimar e analisar quantitativamente esses problemas.
Students should be able to face, with a critical attitude, problems in an uncertainty context, quantitatively
estimating and analysing these problems.
6.2.1.5. Syllabus:
Organisations: notions of enterprise management; notions of accountancy; investment analysis. Project
assessment and management; Production management: production planning; material management; stock
management; maintenance; Quality, Environment and Safety management.
6.2.1.6. Demonstrao da coerncia dos contedos programticos com os objectivos da unidade curricular.
Os contedos programticos foram elaborados para irem de encontro aos objetivos da unidade curricular. Assim,
comea-se com a descrio dos vrios tipos de organizaes, e dos correspondentes modelos de governo. Em
seguida, passa-se contabilidade (breves noes, nomeadamente anlise das demonstraes financeiras e
critrios de valorimetria), anlise de investimentos, precedida por formao em matemtica financeira, e gesto de
projetos, com destaque para os mtodos PERT e CPM, para depois se concluir com a anlise de vrias reas
funcionais da empresa, designadamente noes de gesto da produo e gesto da qualidade e breves noes de
gesto financeira.
6.2.1.6. Demonstration of the syllabus coherence with the curricular unit's objectives.
The syllabus was prepared to meet the goals of the curricular unit. Thus the unit starts with the description of the
various types of organisations, and the corresponding governance models. Then, it addresses accounting (brief
notions, namely the analysis of the financial statements and accounting-valuation methods), investment analysis
preceded by training in financial mathematics, and project management, with emphasis on PERT and CPM
methods, so that afterwards it can conclude with the analysis of various functional areas of the company, including
notions of production management and quality management and brief concepts of financial management
Frmula de avaliao: Sero realizados dois testes. O primeiro a meio da semestre e o segundo na data do exame.
Os estudantes podero optar por fazer o exame completo ou apenas o segundo teste. A classificao final ser
dada pela mdia dos dois testes, ou pela classificao obtida no exame ou na prova de recurso.
Evaluation formula: Two tests will be carried out: the first test in the middle of the semester and the second one on
the day of the exam. Students can either do the whole exam or just the second test. Final Grade will be based on the
average classification of both tests, or on the classification in the final or resit exam.
6.2.1.8. Demonstrao da coerncia das metodologias de ensino com os objectivos de aprendizagem da unidade
curricular.
As metodologias de ensino acima descritas foram elaboradas para irem de encontro aos objetivos da unidade
curricular. As aulas de exposio visam uma melhor compreenso dos temas abordados, e tero em considerao
a natureza mais prtica ou descritiva dos vrios tpicos. Assim, tendo em conta a natureza das matrias
lecionadas, sero, sendo complementadas por por resoluo de problemas e anlise de casos e exemplos que
permitam aos estudantes o desenvolvimento desenvolver de uma atitude crtica e integrada das questes
apresentadas e a aplicao dos conceitos a situaes reais..
6.2.1.8. Demonstration of the coherence between the teaching methodologies and the learning outcomes.
The teaching methodologies described above were prepared to meet the goals of the curricular unit. Theoretical
lessons seek a better understanding of topics, and will consider the more practical or descriptive nature of the
different matters. Taking into consideration the nature of the topics addressed, they will be complemented by
problem solving and case studies and examples that enable students to develop a critical and integrated approach
of the issues presented and the application of the concepts to real situations.
6.2.1.2. Docente responsvel e respectivas horas de contacto na unidade curricular (preencher o nome completo):
Lus Miguel Palma Madeira (56 h TP 1 turma/class)
6.2.1.5. Syllabus:
I. Problems at the catalytic particle scale. Competition between reaction and diffusion. Catalyst effectiveness factor.
Pore diffusion, film diffusion and reaction in isothermal catalysts / pore convection. Diffusion/conduction and
reaction in non-isothermal catalysts. Damkhler equation. Heat and mass transfer in the film and chemical reaction
for non-isothermal catalysts. Weisz-Prater criteria. Models for catalyst poisoning: uniform and progressive
poisoning. Poisoning factor.
II. Catalytic reactor scale. Pseudo-homogeneous and heterogeneous models. Unidimensional and bidimensional
models. Stability diagrams of reactors.
III. Multiphase reactors.
IV. Non-catalytic heterogeneous reactors. Uniform and shrinking core models. Complete conversion time of a
particle: controlling film mass transfer, control by chemical reaction and control by diffusion in the ash layer.
Relations between time, conversion and radius of unconverted core for various geometries.
6.2.1.6. Demonstrao da coerncia dos contedos programticos com os objectivos da unidade curricular.
Os contedos programticos foram elaborados para irem de encontro aos objetivos da unidade curricular. Ou seja,
comeando-se com uma anlise e descrio dos problemas em competio, i.e. de reao qumica e transferncia
de massa/calor, escala da partcula de catalisador, evolui-se para a escala dos reatores catalticos heterogneos
com vista ao seu projeto, simulao e otimizao. Concluiu-se, por ltimo, com uma anlise dos reatores
heterogneos no catalticos.
6.2.1.6. Demonstration of the syllabus coherence with the curricular unit's objectives.
The syllabus was made to be in alignment with the goals of the curricular unit. In other words, we start by analysing
and describing the competition problems, e.g. chemical reaction and mass / heat transfer, on a catalyst particle
scale, then evolve to the scale of heterogeneous catalytic reactors in view of their design, simulation and
optimisation. Finally, we conclude with an analysis of the heterogeneous non-catalytic reactors.
6.2.1.8. Demonstrao da coerncia das metodologias de ensino com os objectivos de aprendizagem da unidade
curricular.
As metodologias de ensino acima descritas foram elaboradas para irem de encontro aos objetivos da unidade
curricular. Assim, as aulas de exposio visam uma melhor compreenso dos fenmenos em causa, quer a nvel da
partcula de catalisador, quer do reator, sendo complementadas por problemas que visam a aplicao de tais
conceitos e a simulao de reatores (com exemplos de reas fronteira).
Esta metodologia ao longo do semestre complementada por problemas mais abertos, realizados em grupo e com
discusses orais dos mesmos, com vista ao desenvolvimento de competncias de trabalhos em grupo, de carter
multidisciplinar e integrador.
6.2.1.8. Demonstration of the coherence between the teaching methodologies and the learning outcomes.
The teaching methodologies described above were established to meet the objectives of the curricular unit. Thus,
presentation classes seek a better understanding of the phenomena in question, both on a catalyst particle scale
and on a reactor scale, being complemented by problems designed to apply such concepts and the simulation of
reactors (with examples of border areas).
This methodology is, throughout the semester, complemented by more comprehensive problems, performed in
group and with oral discussions aiming at the development of multidisciplinary and integrative group work skills.
6.2.1.2. Docente responsvel e respectivas horas de contacto na unidade curricular (preencher o nome completo):
Manuel Fernando Ribeiro Pereira (20,02 h TP 0,36 turma/class)
6.2.1.5. Syllabus:
Introduction. Integration of processes Energy recovery. Pollution reduction at the source: reutilising and recycling
clean technologies. EOL treatments (technologies for the treatment of effluents and waste). Legal framework:
industrial and environmental licensing, environmental management ISO 14000, environment management systems
and life cycle assessment. Environmental, economic and social sustainability
6.2.1.6. Demonstrao da coerncia dos contedos programticos com os objectivos da unidade curricular.
Esta unidade curricular (UC) tem como objetivo principal a aquisio de competncias sobre os aspetos
fundamentais da relao entre a Engenharia Qumica e a Sustentabilidade. Para esse fim, esta UC aborda conceitos
fundamentais sobre integrao de processos, recuperao de energia, reduo da poluio na fonte (reutilizao e
reciclagem, tecnologias limpas), tratamentos de fim de linha (tecnologias de tratamento de efluentes e resduos),
licenciamento industrial e ambiental, sistemas de gesto ambiental, avaliao do ciclo de vida, e sustentabilidade
6.2.1.6. Demonstration of the syllabus coherence with the curricular unit's objectives.
This curricular unit (CU) has as its main objective the acquisition of skills on the fundamental aspects of the
relationship between Chemical Engineering and Sustainability. To this end, this CU addresses fundamental
concepts concerning process integration, energy recovery, reduction of pollution at the source (reutilising and
recycling, clean technologies), EOL technologies for the treatment of effluents and waste), Industrial and
environmental licensing, environment management systems, life cycle assessment, and environmental, economic
and social sustainability
Frmula de avaliao: Avaliao distribuda (CF1) e exame final (CF2). A classificao final (CF) ser obtida pela
soma das duas componentes considerando os respetivos pesos (CF=0,4CF1+0,6CF2). Os tpicos abordados na
avaliao distribuda no sero abordados no exame final. Nota importante: S existir aprovao unidade
curricular se a classificao da componente CF2 for maior ou igual a 7 em 20.
Conditions for attendance: Class attendance frequency in accordance with FEUPs regulation.
Evaluation formula: Distributed evaluation (FM1) and a final exam (FM2). Final Mark (FM) will result from the sum of
the two components, considering the following: (FM=0.4FM1+0.6FM2). The topics broached in the distributed
evaluation will not be addressed in the final exam. Attention: students will only be approved if the mark of the
component FM2 is equal to or higher than 7 out of 20.
6.2.1.8. Demonstrao da coerncia das metodologias de ensino com os objectivos de aprendizagem da unidade
curricular.
No seu processo formativo o estudante participar em aulas expositivas e realizar trabalhos de projeto em grupo,
convenientemente acompanhados pelo docente. Visitas de estudo e palestras por especialistas convidados so
regularmente promovidas.
O processo de ensino-aprendizagem estar centrado no trabalho (autnomo e tutorado) do estudante e ser
efetuada uma monitorizao da evoluo e da aquisio de conhecimentos e competncias pelo mesmo em dois
tempos distintos: i) A meio do semestre atravs de apresentao de relatrio escrito e discusso oral do projeto
relacionado com integrao de processos, recuperao de energia e reduo da poluio na fonte; ii) no final do
semestre atravs de exame escrito sobre tratamentos de fim de linha (tecnologias de tratamento de efluentes e
resduos), licenciamento industrial e ambiental, sistemas de gesto ambiental, avaliao do ciclo de vida, e
sustentabilidade ambiental, econmica e social. Dever resultar daqui uma aprendizagem mais proativa e dinmica,
com recurso a metodologias diversificadas, que globalmente apoiem o estudante na assuno da sua
responsabilidade pessoal no processo de aprendizagem, tornando-o gradualmente mais autnomo e
independente.
Concretamente, na unidade curricular de EQS ser adotada uma metodologia de ensino que privilegia a aquisio
das competncias, especializadas e especficas, que capacitem para o exerccio profissional competente, tendo em
considerao todos os conceitos de sustentabilidade.
6.2.1.8. Demonstration of the coherence between the teaching methodologies and the learning outcomes.
In his/her formative process, the student participates in theoretical lessons, conducts design assignments in group,
whilst properly monitored by the teacher. School outings and lectures given by guest experts are regularly
promoted. The teaching / learning process is focused on the students (autonomous and supervised) work, together
with a regular monitoring of the development and acquisition of knowledge and skills by the said student in two
distinct times : i) In the middle of the semester by presenting a written report and an oral discussion of a project
related to process integration, energy recovery and reduction of pollution at the source, ii) at the end of the
semester through a written examination on EOL treatments (treatment technologies of effluents and waste),
industrial and environmental licensing, environmental management systems, life cycle assessment, and
environmental, economic and social sustainability.
The aim is to obtain a more proactive and dynamic learning that can lead the student to accept his/her personal
responsibility in the learning process, making him/her gradually more autonomous and independent.
More to the point, this CES course unit adopts a teaching methodology that privileges the acquisition of specialised
and specific competencies that qualify the student for the competent exercise of his/her profession, taking into
6.2.1.2. Docente responsvel e respectivas horas de contacto na unidade curricular (preencher o nome completo):
Adlio Miguel Magalhes Mendes (42 h PL 1 turma/class)
6.2.1.5. Syllabus:
There are 16 experimental works:
Kinetics and activation energy of homogeneous reactions in liquid phase; Flow pattern characterisation of open
reactors using a tracer; Steady state conversion of open reactors; Catalytic reactors; Separation processes.
6.2.1.6. Demonstrao da coerncia dos contedos programticos com os objectivos da unidade curricular.
Os contedos programticos da UC foram construdos com base nos objetivos definidos. Foram definidos a
lecionao de trabalhos laboratoriais cobrindo reatores ideais e reaes em fase homognea, reatores
heterogneos e processos de separao.
6.2.1.6. Demonstration of the syllabus coherence with the curricular unit's objectives.
The syllabus of the course was built based on defined objectives. Laboratory works should address ideal reactors
and reactions in homogeneous phase, heterogeneous reactors and separation processes.
NOTA = 0,36 x RR + 0,24 x RC + 0,05 x VE + 0,35 x AL onde, RR - Mdia dos Relatrios Resumo; RC - Relatrio
Completo (trabalho efetuado nas sesses laboratoriais #7 e #8); VE - Presena na Visita de Estudo; AL Avaliao
do desempenho nas aulas laboratoriais
Grade = 0.36 x RR + 0.24 x RC + 0.05 x VE + 0.35 x AL where, RR - Average of the summary reports; RC - Extended
report (work performed in lab sessions #7 and #8); VE - Presence in school outing; AL Performance assessment
in lab classes.
6.2.1.8. Demonstrao da coerncia das metodologias de ensino com os objectivos de aprendizagem da unidade
curricular.
A metodologia adotada considera: aulas laboratoriais executadas seguindo um protocolo, aulas de projeto e visita
de estudo. Esta metodologia tem como objetivo implementar os cinco passos da aprendizagem, como proposto
por Roger Saljo.
O programa considera dois conjunto de trs trabalhos laboratoriais: a) reatores homogneos e b) processos de
separao e de reao catalticos. Os fundamentos tericos do primeiro conjunto so relativamente simples,
enquanto o segundo conjunto mais exigente.
Os trabalhos laboratoriais foram desenvolvidos tendo em ateno: a) atratividade (uso de cor); b) simplicidade e
baixos custos de construo e operao; c) baixa perigosidade e reagentes amigos do ambiente; d) capacidade de
desenvolver competncias de concepo, execuo e interpretao/anlise crtica de resultados; os trabalhos
devero ainda permitir aos estudantes a construo de uma base de dados de procedimentos e de fenmenos que
dever ajud-los na concepo e operao de processos no mbito da engenharia qumica.
A seleo dos processos qumicos a que dizem respeitos os trabalhos laboratoriais foi indicado pelo diretor do
ciclo de estudos e so: a) reatores ideais; b) reatores catalticos; c) processos de separao por membranas,
adsoro e permuta inica.
A realizao do projeto laboratorial exige dos estudantes competncias de planeamento, concepo, execuo e
interpretao; apela ao sentido crtico e validao de hipteses, necessrio interpretao dos resultados
obtidos. Finalmente, a visita de estudo permite o contacto com processos industriais equivalentes aos
laboratoriais, para alm de permitir um contacto com a realidade industrial, muitas vezes objetivo da realizao do
ciclo de estudos.
6.2.1.8. Demonstration of the coherence between the teaching methodologies and the learning outcomes.
The adopted methodology considers: laboratory classes following a protocol, classes for developing an open
project and field trips. This methodology aims at implementing the five steps of learning, as proposed by Roger
Saljo.
The programme considers two set of 3 laboratory experiments : a) homogeneous reactors and b ) separation and
catalytic reaction.The theoretical foundations of the first set are relatively simple , while the second set is more
demanding.
Laboratory experiments were conducted taking into account: a) attractiveness (use of color); b) simplicity and low
cost of construction and operation; c) Low hazard and environmentally friendly reagents d) ability to develop skills
of designing, implementing and interpretation / critical analysis of results; the work should also enable students to
build a database of processes and phenomena which should help them in the design and operation of processes
within chemical engineering.
The selection of chemical processesin what concerns the laboratory work was directed by the director of the study
programme and are: a) ideal reactors b ) catalytic reactors c ) membrane separation processes , adsorption and ion
exchange .
The production of a laboratory project requires students to have planning, design, execution and interpretation
skills; appeals to the student's critical sense and validation of hypothesis, which are necessary to interpret the
results. Finally , the study visit allows contact with laboratory equivalent to industrial processes, as well as allowing
a contact with the industrial reality, often aiming at the study programme's completion.
6.2.1.2. Docente responsvel e respectivas horas de contacto na unidade curricular (preencher o nome completo):
Ferno Domingos de Montenegro Baptista Malheiro de Magalhes(21hTP0,5 tur/class;28hPL1 tur/class)
6.2.1.5. Syllabus:
Types of dynamic systems. Continuous and discrete systems.
Dynamic models. Solution in time and frequency domains. Transfer function. System linearization.
Concentrated parameter systems. 1st and 2nd order systems. Higher order systems.
Distributed parameter systems.
Complex systems. Identification.
Frequency response analysis. Bode and Nyquist diagrams.
Stability. Nonlinear systems. Nature of singular points.
Industrial instrumentation for process control.
Closed loop control (feedback).
Dynamic behaviour of a closed loop system. Stability analysis.
Controller tuning.
Feedforward and ratio control.
Advanced control strategies: cascade, adaptive and delay compensation control.
Representation of control systems in P&I diagrams.
Conditioning of analogic and digital signals.
6.2.1.6. Demonstrao da coerncia dos contedos programticos com os objectivos da unidade curricular.
Esta unidade curricular (UC) apresenta aspetos fundamentais e aplicados da dinmica de sistemas e controlo de
processos. Beneficiando do conhecimento e competncias adquiridas anteriormente no ciclo de estudos,
fornece-se um tratamento abrangente e coerente de conceitos e ferramentas para 1) anlise do comportamento
dinmico de processos qumicos e biolgicos, e 2) conceo, implementao e otimizao de sistemas de controlo
automtico desses mesmos processos.
6.2.1.6. Demonstration of the syllabus coherence with the curricular unit's objectives.
This curricular unit presents fundamental and applied aspects of system dynamics and process control. Because it
benefits from knowledge and competencies previously acquired in the study programme, a comprehensive yet
coherent treatment of concepts and tools is used to 1) analyse the dynamic behaviour of chemical and biological
processes, and 2) design, implement and optimise automatic control systems for those same processes.
Condies de Frequncia: Frequncia das aulas nos termos legais. Entrega dos relatrios dos trabalhos.
Frmula de avaliao: A classificao final calculada de acordo com a seguinte frmula: CF = 0.125 * T1 + 0.125 *
T2 + 0.75 * EX em que T1 e T2 so as notas de cada trabalho e EX a nota do exame. O exame ter uma parte sem
consulta (40 %) e uma parte com consulta (60 %). Est definido o seguinte critrio de aprovao: CF >= 9.5 e Ex >=
6.
Conditions for attendance: Class attendance in accordance with the law. Submission of the work reports.
Evaluation formula:
The final grade is estimated according to the following formula:
CF = 0.125 * T1 + 0.125 * T2 + 0.75 * EX
in which T1 and T2 are the marks obtained on each assignment and EX is the mark obtained on the exam.
The exam will have one part without reference consultation (40 %) and one part with reference consultation (60 %).
6.2.1.8. Demonstrao da coerncia das metodologias de ensino com os objectivos de aprendizagem da unidade
curricular.
As metodologias propostas apostam fortemente no trabalho autnomo e tutorado do estudante, atravs da
realizao de projetos em grupo e da participao ativa em aulas de realizao e discusso de exerccios de
aplicao prtica dos conceitos apresentados nas aulas expositivas.
Pretende-se uma elevada interao entre o docente e o estudante, de forma a estimular a aprendizagem e a permitir
a monitorizao constante da evoluo desse processo. ainda privilegiada a utilizao de ferramentas
computacionais que facilitam e estimulam o processo de ensino/aprendizagem, bem como o contacto direto com
instrumentao industrial. Pretende-se desta forma que os estudantes desenvolvam capacidades profissionais
baseadas numa simbiose entre conhecimentos tericos e experincia prtica.
6.2.1.8. Demonstration of the coherence between the teaching methodologies and the learning outcomes.
The proposed methodologies reinforce the students autonomous and supervised work, by carrying out group
projects, actively participating in practical classes and discussing exercises concerning the practical application of
the concepts presented in theoretical lectures. A high level of interaction between the teacher and the student is
expected, in order to encourage learning and to allow the constant monitoring of the evolution of this process. The
use of computational tools that facilitate and stimulate the teaching/learning process is privileged, as well as the
direct contact with industrial instrumentation.
This way, students are expected to develop professional competencies based on a symbiosis between theoretical
knowledge and practical experience.
6.2.1.2. Docente responsvel e respectivas horas de contacto na unidade curricular (preencher o nome completo):
Romualdo Lus Ribera Salcedo (42 h TP 1 turma/class; 42 h PL 2 turmas/classes)
6.2.1.5. Syllabus:
Decomposition of systems and local degrees of freedom. Information diagrams and processing of matter. Lee,
Christensen and Rudd algorithm. Global Degrees of freedom Persistent recycles SIMOP application. Equality
constraints- Langragian notion. Inequality constraints KKT conditions for local minima. Necessary and sufficient
condition for global minimum; Convex regions vs. convex function. Univariate numerical optimisation. Interval
(golden section) and point (Powell- parabolic interpolation) method. Unidirectional search and formulation of the
recurrence function. Gradient methods. Approximations for the selection of the optimal step. Newton-Raphson.
Marcquarts extension.
Hessian approximations (variable metric- DFP, BFGS). Inclusion of constraints. External penalty functions and
SUMT methods. Problem of the local minima and plausibility. SIMOP and Excel Linear programming. Geometric
method. Duality as a decision method in the allocation and acquisition of resources.
6.2.1.6. Demonstrao da coerncia dos contedos programticos com os objectivos da unidade curricular.
Comparando os campos 6.2.1.4 e 6.2.1.5, entende-se que os contedos programticos conduziro, salvo raras
excees de m aprendizagem do estudante , execuo dos objetivos de aprendizagem. Os contedos
programticos incluem boas referncias em otimizao de sistemas qumicos e algoritmos do estado da arte em
otimizao global e resoluo de sistemas no-lineares complexos.
6.2.1.6. Demonstration of the syllabus coherence with the curricular unit's objectives.
When comparing fields 6.2.1.4 and 6.2.1.5, it is understood that the syllabus will always, with a few poor learning
exceptions, lead to the fulfilment of the learning objectives. The syllabus includes appropriate references regarding
the optimisation of chemical systems and algorithms in state of the art global optimisation and resolution of
non-linear complex systems.
Condies de Frequncia: Cumulativamente frequncia das aulas nos termos legais e classificao de frequncia
(CF) igual ou superior a 10/20. Classificao de frequncia (CF) obtida da mdia pesada de um trabalho em
grupos de (no mximo) quatro estudantes (CTG) + opinio formulada pelo professor do decorrer das aulas (OP).
Exame Final Escrito Individual (EFEI - 30% nota minima) com consulta do livro recomendado na bibiografia
principal, com mquina de calcular, com durao mxima de 2,5 horas.
Conditions for attendance: Cumulative class attendance frequency according to the law and an attendance
classification (FC) that is equal to or higher than 10/20. Attendance classification (FC) obtained from the considered
average of a group assignment (CGA) with 4 students (at most) + opinion expressed by the teacher during classes
(TO). Final written exam (FEW-30% minimum grade), with the open consultation of the textbook recommended in
the main bibliography, calculator, and with the maximum duration of 2, 5 hours.
Evaluation formula: Attendance classification(FC) and Final grade calculation formula: FC= 0.80 *GA + 0.20* TO
Final Grade = 0.60*FC + 0.40* FEW
6.2.1.8. Demonstrao da coerncia das metodologias de ensino com os objectivos de aprendizagem da unidade
curricular.
O ensino efetivo desta unidade curricular demonstrado pela soluo nas aulas de vrios problemas de
complexidade crescente, terminando num pequeno projeto de otimizao.
Este projeto tem dificuldade suficiente para motivar os estudantes na procura de estratgias inteligentes de
resoluo, apoiados nas ferramentas cedidas.
6.2.1.8. Demonstration of the coherence between the teaching methodologies and the learning outcomes.
This curricular units effective teaching is demonstrated through the resolution of several problems of increasing
complexity, culminating in a small optimisation project.
This project is demanding enough to motivate students to look for intelligent resolution strategies, assisted by
supplied tools.
The main objective is for students to gradually lose their fear in what concerns tackling complex
optimisation/simulation problems.
2. Romualdo Salcedo
Problemas de Otimizao No-Linear (para resoluo em computador)
FEUP edies, 2001, ISBN 972-752-049-9
3. SIMOP
Manual de instrues (FEUP)
6.2.1.2. Docente responsvel e respectivas horas de contacto na unidade curricular (preencher o nome completo):
Fernando Gomes Martins (15,96 h TP 0,57 turma/class; 32,06 h PL 1,15 turma/class)
6.2.1.5. Syllabus:
1. Overview of the engineering project
2. Databases of physico-chemical properties and phase equilibrium description.
3. Material and energy balances. Enthalpy and heats of reaction calculations.
4. Design of separation systems (flash, conventional distillation, extractive distillation and azeotropic and reactive
distillation)
5. Design of reactors
6. Design of heat exchangers
7. Design of compressors, pumps and valves
8. Design of storage systems
9. Design of utility systems
10.Studies of localisation and layout
11.Capital cost estimation and profitability analysis
12.Environmental impact, risk assessment and safety
13. PFD and P&Is diagrams
14.Notions of ethics in engineering
15.Computer-aided process: Software tools (Aspen Plus, SuperPro Designer) and strategies for simulation and
design of processes and equipment.
6.2.1.6. Demonstrao da coerncia dos contedos programticos com os objectivos da unidade curricular.
Nesta unidade curricular pretende-se dar as ferramentas necessrias para o desenvolvimento de projetos
preliminares de uma forma integrada. So apresentados aos estudantes os vrios elementos constituintes de uma
instalao industrial de um processo qumico e a forma como os constituintes se interligam. So tambm
apresentados os contedos necessrios para os estudantes realizarem uma avaliao econmica preliminar do
projeto.
Os estudantes adquirem assim os conhecimentos base para o desenvolvimento de projeto preliminar de uma
instalao industrial, conhecimentos estes que aplicaro na unidade curricular de Projeto de Engenharia de
decorre no semestre seguinte.
6.2.1.6. Demonstration of the syllabus coherence with the curricular unit's objectives.
This curricular unit aims at giving the necessary tools for the development of preliminary projects in an integrated
way. The students learn about the several elements of an industrial installation of a chemical process and the mode
in which the constituents are linked. It also presents the contents needed for students to carry out a preliminary
economic assessment of the project.
Students acquire the basic knowledge for the development of preliminary design of an industrial installation. These
skills will be applied in the unit course Engineering Project, which occurs the next semester.
Comp. 4: Apresentao e discusso do relatrio (2 ltimas semanas nas aulas laboratoriais, 15 mins para
apresentao + 5 mins para discusso, CF4).
Classificao final: CF=0.3*CF1+0.4*CF2+0.15*CF3+0.15*CF4
6.2.1.8. Demonstrao da coerncia das metodologias de ensino com os objectivos de aprendizagem da unidade
curricular.
A metodologia de ensino adequada uma vez que permite que os estudantes adquiram aptides para a realizao
clculos de um projeto preliminar da rea da engenharia qumica de uma forma bastante autnoma. A sequncia de
apresentao de contedos segue a linhas orientadoras de desenvolvimento de projetos preliminares de
instalaes qumica industriais.
6.2.1.8. Demonstration of the coherence between the teaching methodologies and the learning outcomes.
The teaching methodology is appropriate since it enables the students to acquire skills that allow them to perform
calculations of preliminary projects in the area of chemical engineering in a rather autonomous way. The sequence
of presentation of content follows the guidelines for developing preliminary projects of industrial chemical plants.
6.2.1.2. Docente responsvel e respectivas horas de contacto na unidade curricular (preencher o nome completo):
Jos Carlos Brito Lopes (28 h PL 0,5 turma/class)
Identification and application of modelling and simulation methodologies for the study of industrial processes.
Implementation of algorithms, development of procedures, and VBA programming.
Use of CFD tools for process analysis, design and control.
Use of ANSYS/FLUENR for solving transport and reaction problems.
2. Introduo ao CFD
3. Formao em ANSYS/FLUENT
6.2.1.5. Syllabus:
1. Modelling and Simulation
Continuous and discrete models; examples.
Numerical methods for solving differential equations.
Structured programming and coding using VBA.
2. Introduction to CFD
Numerical principles of CFD.
Process modelling and simulation using CFD.
3. Training in ANSYS/FLUENT
ANSYS/WORKBENCH: Development of simulation projects using CFD.
ANSYS/DESIGN MODELLER: Development of geometrical models for process equipment.
ANSYS/FLUENT: Simulation of transport, heat transfer and chemical reaction in an industrial reactor.
6.2.1.6. Demonstrao da coerncia dos contedos programticos com os objectivos da unidade curricular.
Introduzir as melhores ferramentas computacionais atuais para consolidar a formao bsica de modelizao e
simulao de fenmenos de transferncia e processos do engenheiro qumico.
6.2.1.6. Demonstration of the syllabus coherence with the curricular unit's objectives.
Introduce to the current and best computational tools to consolidate the basic training, modeling and simulation of
transfer phenomena and processes of the chemical engineer.
6.2.1.8. Demonstrao da coerncia das metodologias de ensino com os objectivos de aprendizagem da unidade
curricular.
PA metodologia de ensino baseada exclusivamente na prtica intensiva em ambientes computacionais por
realizao de diferentes problemas e projetos, em salas de aula equipadas com estaes grficas individuais e
utilizao de software em rede.
6.2.1.8. Demonstration of the coherence between the teaching methodologies and the learning outcomes.
The teaching methodology is based exclusively on intensive practice in computational environments by performing
different problems and projects in classrooms equipped with individual graphic stations and use of networking
software.
6.2.1.2. Docente responsvel e respectivas horas de contacto na unidade curricular (preencher o nome completo):
Mrio Rui Pinto Ferreira Nunes da Costa (56 h TP 1 turma/class)
creation and design of equipment. The assessment of corporate and social contexts of the studied production
methods is emphasised, particularly their economic and environmental sustainability.
Students will develop skills in literature research, technical English, computer applications for polymerisation
modelling and physical properties, written and oral communication by preparing presentations and specialised
surveys.
6.2.1.5. Syllabus:
Chemistry of the main polymers with technological relevance. Analysis of the main processes of polymerisation
including their large scale production.
Polymer materials science. Phase transformations. Physical properties of polymers in liquid state and solution.
Chains, molecular size and elasticity. Measurement of molecular mass and molecular size. Properties of mass
transfer and concentrated solution. Product engineering of polymer materials. Traditional uses and high-added
value products, namely in hygiene/ cosmetics and medicine. Environmental issues regarding synthetic polymers.
6.2.1.6. Demonstrao da coerncia dos contedos programticos com os objectivos da unidade curricular.
necessrio iniciar o ciclo de estudos pela introduo aos processos de formao de polmeros e s arquiteturas
moleculares resultantes (incluindo o conceito de rede polimrica) de modo a fazer surgir as suas propriedades
distintas dos materiais metlicos e cermicos e motivar o aprofundamento deste estudo.
Na produo dos materiais polimricos, h um permanente confronto entre o processo de formao e as
propriedades resultantes. Este ciclo de estudos procura manter uma relao prxima entre a Qumica e a
Engenharia das reaes de polimerizao com a Fsica dos materiais e a engenharia do produto.
6.2.1.6. Demonstration of the syllabus coherence with the curricular unit's objectives.
It is necessary to begin the study cycle by introducing the polymer formation processes and the molecular
architectures resulting thereof (including the concept of polymer network) in order to make the distinct properties
of the metallic and ceramic materials clear and motivate the development of this study.
In the production of polymer materials, there is a steady interaction between their formation process and the
resulting properties. This study cycle tries to maintain a close relation between chemistry and reaction engineering
and the physics of materials and product engineering.
Frmula de avaliao: Classificao final CF dada por: CF = 0,35 Tr1 + 0.3 T + 0,35 Tr2 em que: T - nota do teste
(cincias de materiais polimricos), parte sem consulta; Tr1 : trabalho individual sobre sobre um processo de
polimerizao; Tr2 : trabalho de grupo sobre aplicaes / engenharia de produto de um tipo de material polimrico
Conditions for attendance: Maximum of 25 % of absences according to FEUPs regulations currently in effect.
Attendance frequency in previous years is considered valid.
Evaluation formula: Final Grade (FG): FG= 0.35 A1 + 0.3 Te + 0.35 A2 where Te: grade of the test (polymer materials
science); A1: an individual assignment about a polymerisation process; A2: a group assignment about applications
/ product engineering of some kind of polymer material.
6.2.1.8. Demonstrao da coerncia das metodologias de ensino com os objectivos de aprendizagem da unidade
curricular.
Devido grande variedade de assuntos abordados, surgem diversos tipos de aprendizagem, como por exemplo a
elaborao de trabalhos de simulao e de reviso bibliogrfica, para l de um teste destinado a consolidar os
conhecimentos bsicos. Visitas de estudo a indstrias e laboratrios acadmicos so um complemento adequado
aos objetivos desta unidade curricular.
6.2.1.8. Demonstration of the coherence between the teaching methodologies and the learning outcomes.
Due to the great variety of subjects addressed, there are several types of learning, such as, for instance, the
production of process simulations and bibliographic research, in addition to a test meant for the consolidation of
basic knowledge. The school outings to industrial units and academic laboratories are an adequate supplement to
the goals of this curricular unit.
6.2.1.2. Docente responsvel e respectivas horas de contacto na unidade curricular (preencher o nome completo):
Fernando Gomes Martins (14 h TP 0,25 turma/class)
Acquisition of skills in process simulators for the development of refining process simulation models using
different crude oils.
6.2.1.5. Syllabus:
1-Origin of crude oil:
oil series, deposits,
Prospection, drilling, extraction, transport.
2-Composition and characterisation of crude oil:
Type of Hydrocarbons;
Sulphur Compounds;
Oxygen, nitrogen and organometallic compounds;
3-Crude oil products:
Major Properties/ Characteristics;
Standardised Tests;
Quality Standards;
4 Separation of crude oil into products and its derivatives:
General objectives of refining;
Properties of hydrocarbons;
Income and characteristics of fractions and final products;
Analysis of the specifications on the basis of their use;
5-Refining schemes and processes:
Classification of refining processes;
Processing, synthesis and treatment;
Process Flow Diagram;
Refiners of Matosinhos and Sines;
6- Process simulators. Creation of simulation models with Aspen Plus distillation units of mixtures of crudes.
6.2.1.6. Demonstrao da coerncia dos contedos programticos com os objectivos da unidade curricular.
Os tpicos abordados da unidade so coerentes com os objetivos da unidade curricular. So apresentados os
tpicos principais relacionados com as indstrias da refinao e petroqumica e so realizadas simulaes do
processo de destilao da unidade central de uma refinaria.
6.2.1.6. Demonstration of the syllabus coherence with the curricular unit's objectives.
The topics covered in this course unit are consistent with the objectives of the unit. The main topics presented are
related to the refining and petrochemical industries and simulations of the distillation process at the central unit of
a refinery are carried out.
Practical Component:
Visits to Matosinhos Refinery aiming at establishing a first contact with the plant/equipment, products and
catalysts.
Development of simulation models with the Aspen Plus simulator.
Evaluation formula: The evaluation will take place in groups of 4 elements. The assessment comprises 2
components.
Component 1: development of a presentation about a procedure, class presentation and discussion (CF1).
Component 2: development of a report (maximum 15 pages) about simulation model and discussion with the
responsible teacher (CF2).
CF=0.75*CF1+0.25*CF2
6.2.1.8. Demonstrao da coerncia das metodologias de ensino com os objectivos de aprendizagem da unidade
curricular.
A metodologia usada permite aos estudantes o desenvolvimento de capacidades de aprendizagem ativa uma vez
que alguns dos contedos so preparados, e apresentados pelos prprios estudantes. O desenvolvimento de
modelos permite aos estudantes verificarem situaes prticas de operao das unidades, o que bastante
motivador para os estudantes.
6.2.1.8. Demonstration of the coherence between the teaching methodologies and the learning outcomes.
The methodology used enables students to develop active learning skills, since some contents are prepared and
presented by students. The development of models allows students to analyse practical operation conditions,
which is very motivating for students.
6.2.1.2. Docente responsvel e respectivas horas de contacto na unidade curricular (preencher o nome completo):
Lus Miguel Palma Madeira (42 h PL 1 turma/class)
- Acquisition of knowledge in the fields of experimentation and scientific research (hypothesis formulation and test,
experimental planning, information research).
- Encourage the development of critical and creative thinking regarding the resolution of engineering problems.
- Acquisition of oral and written skills.
- Encourage group work.
- Direct contact with industrial contexts.
6.2.1.5. Syllabus:
Practical assignments:
1. Adsorption of CO2 in a packed bed
2. Computational fluid dynamics (CFD)
3. Ultrafiltration
4. Chemical oxidation with Fentons reagent
5. PID feedback control
6. Emulsion polymerization or Pressure Swing Adsorption (PSA)
7. Burning of coke particles in a fluidized bed
6.2.1.6. Demonstrao da coerncia dos contedos programticos com os objectivos da unidade curricular.
Os contedos programticos foram elaborados para irem de encontro aos objetivos da unidade curricular. Ou seja,
foram implementados diversos trabalhos de ndole laboratorial que permitem aos estudantes a consolidao de
conhecimentos avanados de engenharia qumica, nomeadamente nas reas de separao de gases e lquidos
(trabalhos de adsoro de CO2 em leito fixo, de membranas de ultrafiltrao e de PSA - Adsoro com Modulao
da Presso), tratamentos de efluentes (trabalho de Oxidao qumica com reagente de Fenton), dinmica e
controlo de processos (trabalho de Controlo PID), reaes no catalticas gs/slido (trabalho de Queima de
partculas em leito fluidizado), de processos de polimerizao (trabalho de Polimerizao em emulso) e de
aquisio de conhecimentos na rea de utilizao de ferramentas informticas avanadas de modelao de
dinmica de fluidos (trabalho no Fluent de Dinmica de fluidos assistida por computador).
6.2.1.6. Demonstration of the syllabus coherence with the curricular unit's objectives.
The syllabus was prepared to meet the objectives of the curricular unit. That is, several laboratory experimental
set-ups were implemented that enable students to consolidate advanced knowledge in chemical engineering,
namely in the areas of gas and liquid separation (lab work on CO2 adsorption in a fixed bed, ultrafiltration
membranes and PSA Pressure Swing Adsorption), treatment of effluents (lab work concerning Chemical oxidation
with Fenton's reagent), process control and dynamics (PID control work), non-catalytic gas / solid reactions (lab
work on Burning of coke particles in a fluidized bed), polymerisation processes (lab work on Emulsion
polymerisation) and the acquisition of knowledge in the use of advanced software tools for modelling fluid
dynamics (work of Fluid dynamics with Fluent software).
nota final.
6.2.1.8. Demonstrao da coerncia das metodologias de ensino com os objectivos de aprendizagem da unidade
curricular.
As metodologias de ensino acima descritas foram elaboradas para irem ao encontro dos objetivos da unidade
curricular. Assim, os trabalhos laboratoriais implementados e a sua anlise (relatrios e discusses) permitem aos
estudantes a aquisio de aptides na rea da pesquisa cientfica (formulao e teste de hipteses, planeamento
experimental, pesquisa de informao), estimulando-se o pensamento crtico e criativo.
Por outro lado, os trabalhos obrigam apresentao de relatrios escritos e discusses presenciais, o que permite
a aquisio de competncias nas reas de comunicao oral e escrita, estimulando-se o trabalho em grupo. As
visitas de estudo e o trabalho de pesquisa de implementao industrial permitem aos estudantes um contacto
direto com contextos empresariais.
6.2.1.8. Demonstration of the coherence between the teaching methodologies and the learning outcomes.
The teaching methodologies described above were defined to meet the objectives of the curricular unit. Therefore,
the laboratory assignments implemented and their analysis (reports and oral discussions) enable students to
acquire skills in the area of scientific research (formulation and testing of hypotheses, experimental design, search
for scientific information), stimulating critical and creative thinking.
On the other hand, the assignments require the submission of written reports and discussions, which allow for the
acquisition of skills in the areas of oral and written communication, also stimulating group work. School outings
and the research work regarding industrial implementation allow students to come into direct contact with
business contexts.
6.2.1.2. Docente responsvel e respectivas horas de contacto na unidade curricular (preencher o nome completo):
Joo Bernardo Lares Moreira de Campos (20,02 h TP 0,36 turma/class)
Obteno de conhecimentos bsicos que permitam otimizao energtica de um processo com vrias trocas de
calor.
6.2.1.5. Syllabus:
MODULE I
Introduction to the curricular unit. Introduction to Thermal Energy Management. Energy contents. Operative energy
contents. Liquid energy contents. Gross energy content. Energy scales. Added value of an energy unit.
Cogeneration. Advantages and disadvantages. Types of cogeneration installation. Cogeneration installation
thermodynamics. Trigeneration. The cogeneration for cold and electricity production. Conditions for an
environmentally friendly cogeneration for cold and electricity production.
MODULE II
- Introduction. Combustion products. Wet and dry fumes. Reductive combustion. Combustion thermodynamics- 1st
law of thermodynamics applied to combustion. Adiabatic flame temperature. Dissociation. Combustion controlled
by kinetics and combustion controlled by diffusion.
MODULE III
- Design of a cogeneration system - a case study
- Energetic integration in chemical processes
6.2.1.6. Demonstrao da coerncia dos contedos programticos com os objectivos da unidade curricular.
Esta unidade curricular tem trs mdulos com objetivos diferentes mas complementares. Os contedos
programticos de cada mdulo tm caractersticas diferentes: o 1 informativo, o 2 de reviso, consolidao e
aquisio de conhecimentos da temtica de combusto, e o 3, de projeto de unidades trmicas.
6.2.1.6. Demonstration of the syllabus coherence with the curricular unit's objectives.
This course unit has three modules with different but complementary goals. The syllabus of each module has
different characteristics: the 1st informative, the 2nd of revision, consolidation and acquisition of knowledge about
combustion, and the 3rd, the design of thermal units.
Condies de Frequncia:
Frmula de avaliao: Exame final englobando a matrias dos mdulos I e II. (75%)
Mdulo III - Apresentao de um trabalho individual (25%).
No exame, em cada um dos mdulos, a nota mnima para aprovao 8 valores.
6.2.1.8. Demonstrao da coerncia das metodologias de ensino com os objectivos de aprendizagem da unidade
curricular.
Esta unidade curricular tem trs mdulos com objetivos diferentes mas complementares. No 1, principal objetivo a
iniciao dos estudantes na temtica da gesto de energia trmica tem um carcter expositivo, recorrendo-se,
sempre que possvel, a exemplos prticos tal como os contedos sugerem. O 2, combusto de hidrocarbonetos,
balanos mssicos e energticos e respetiva cintica, tem um carcter mais prtico, sendo fortemente incentivada
a resoluo de casos concretos. O 3, orientado para o projeto, conta com a participao ativa dos estudantes.
6.2.1.8. Demonstration of the coherence between the teaching methodologies and the learning outcomes.
This curricular unit has three modules with different but complementary goals. The 1st has as its main goal the
initiation of students into the subject of thermal energy management and an expository nature, using, whenever
possible, practical examples, as suggested by the syllabus.
The 2nd module, hydrocarbon combustion, mass and energy balances and respective kinetic, has a more practical
nature, with the resolution of concrete cases being strongly encouraged. The 3rd module, project-oriented, has the
active participation of students.
6.2.1.2. Docente responsvel e respectivas horas de contacto na unidade curricular (preencher o nome completo):
Adlio Miguel Magalhes Mendes (42 h TP 0,75 turma/class)
tecnologias de aproveitamento 3 Energia Solar a) Radiao direta e indireta b) Corpo negro, radincia,
emissividade c) Espetro solar d) Declinao, ngulo horrio, altura e azimute e) Transmitncia, refletncia e
absorvncia f) Radiao total em superfcies inclinadas g) Insolao mdia em superfcies inclinadas h) Coletores
solares trmicos a. Balano energtico a um colector solar b. Trabalho laboratorial i) Comparao de tecnologias
solares: custos, disponibilidades, capacidade de armazenamento j) Concentradores solares de potncia k)
Termlise 5 Tecnologias eletroqumicas e foto-eletroqumicas a) Eletroqumica b) Clulas de combustvel c)
Clulas fotovoltaicas d) Baterias; e) Eletrlise da gua.
6.2.1.5. Syllabus:
1 - Renewable energy, why?, How? What contribution can we give? 2 - Renewable energy sources and utilization
technologies. 3 - Solar Energy l) Direct and indirect radiation m) Black body, radiance, emissivity n) Solar spectrum
a) Declination, hour angle, solar altitude and azimuth angles p) Transmittance, reflectance and absorbance q) Total
radiation on tilted surfaces r) Average insolation on tilted surfaces s) Solar thermal collectors a. Energy balance of
a solar collector b. Laboratory work t) Comparison of solar technologies, costs, availability, storage capacity u)
Solar power concentrators v) Thermolysis 4 - Technologies electrochemical and photo-electrochemical f)
Electrochemistry g) Fuel Cells h) Photovoltaic cells i) Batteries j) Electrolysis of water.
6.2.1.6. Demonstrao da coerncia dos contedos programticos com os objectivos da unidade curricular.
Os contedos programticos da UC foram construdos com base nos objetivos tecnolgicos e cientficos
definidos. A UC tem como objetivos tecnolgicos que os estudantes contactem com as tecnologias (descrio,
caractersticas e potencialidades): a) coletores solares trmicos e concentradores solares de potncia; b) clulas
de combustvel, clulas fotovoltaicas, clulas fotoeletroqumicas para a produo de hidrognio, baterias e
eletrlise da gua. A UC tem como objetivos cientficos o estudo de: a) equaes astronmicas do sol; b)
transmitncia, refletncia e absorvncia de meios transparentes; c) eletroqumica com aplicao nas tecnologias
relevantes; d) fotoeletroqumica com aplicao nas tecnologias relevantes; e e) descrio cientfica das
tecnologias discutidas.
6.2.1.6. Demonstration of the syllabus coherence with the curricular unit's objectives.
The syllabus of this course was constructed based on the defined scientific and technological objectives. This
course aims that students contact with the following technologies concerning description, characteristics and
potential: a) solar thermal collectors and concentrating solar power, b) fuel cells, solar cells, photoelectrochemical
cells for hydrogen production, batteries and electrolysis of water. This course aims that students acquire the
following scientific knowledge: a) astronomical equations of the sun b) transmittance, reflectance and absorbance
of transparent media, c) electrochemical concepts relevant for the technologies mentioned d) photoelectrochemical
concepts relevant for the technologies mentioned, and e) scientific description the technologies discussed.
Condies de Frequncia: Para a obteno da frequncia os alunos devero ter realizado os trabalhos propostos
que constituem a componente da avaliao distribuda. Os alunos que j tenham obtido frequncia em anos
anteriores podero optar pela realizao dos trabalhos e exame, ou em alternativa apenas por exame final, a que
corresponder a sua classificao final.
Frmula de avaliao: CF= 0,40 x AD + 0,60 x EF AD - avaliao distribuda. A avaliao distribuda consiste na
elaborao de um trabalho e a sua apresentao oral seguido de discusso EF - exame final. Os alunos tero que
obter uma classificao no exame final (EF) 8 valores.
Terms of frequency: To obtain attendance frequency, students should carry out suggested assignments since they
constitute the distributed evaluation. Students with previous attendance frequency can opt for the assignments and
exam or just the final exam, which will correspond to the students final grade.
Formula Evaluation: FM- 0.40 x CA + 0.60 FE CA - Continuous Assessment This component covers a work and its
oral presentation followed by discussion FE - Final Exam Students have to reach a minimum grade 8 out of 20 in
6.2.1.8. Demonstrao da coerncia das metodologias de ensino com os objectivos de aprendizagem da unidade
curricular.
A metodologia adotada considera: aulas de exposio; aulas de resoluo de problemas e aulas laboratoriais.
Comporta ainda uma componente de avaliao contnua, envolvendo a resoluo individual de problemas e a
escrita de monografia em grupo, e uma componente de avaliao final individual.
As aulas de exposio servem para enquadrar, descrever e discutir os contedos programticos. A resoluo
assistida e individual de problemas dever permitir aos estudantes avanarem nos degraus em direo
aprendizagem profunda. O projeto tem tambm como objetivo dar oportunidade aos estudantes de desenvolverem
as suas capacidades de aprendizagem abstrata e de interpretao da realidade. O exame final tem questes que
envolvem os cincos nveis de aprendizagem descritos por Roger Salj.
6.2.1.8. Demonstration of the coherence between the teaching methodologies and the learning outcomes.
The adopted methodology considers: lectures, problem solving classes and laboratory classes. It also entails
elements of a continuous assessment, involving the resolution of individual problems and writing a monograph in
group, and a final individual evaluation. Presentation classes are adopted to frame, describe and discuss the
syllabus. The assisted and individual resolution of problems should enable students to advance towards an
in-depth learning. The project also aims to provide opportunities for students to develop their abstract learning
skills and interpretation of reality. The final exam has questions that involve the five levels of learning described by
Roger Saljo.
6.2.1.2. Docente responsvel e respectivas horas de contacto na unidade curricular (preencher o nome completo):
Romualdo Lus Ribera Salcedo (28 h TP 0,5 turma/class)
6.2.1.5. Syllabus:
Air Quality Management Atmospheric pollution: past, present and future. Pollutant classification, units for
expressing concentrations. Global impact associated with atmospheric pollution: climate change, depletion of
stratospheric ozone, acid deposition and radiations. Strategies for air quality management. Air quality monitoring:
monitoring networks. European Union and Portuguese legislation. Atmospheric pollutants: characteristics,
emission sources, control, impacts and guidelines (suspended particles, sulphur compounds, carbon monoxide,
nitrogen compounds, volatile organic compounds, tropospheric ozone, noise, and other atmospheric pollutants).
Evolution of atmospheric pollutant concentrations in Portugal. Control of Atmospheric Emissions. Main problems.
Legislation. Strategies and control processes. Design and preliminary project of gas-solid separation.
6.2.1.6. Demonstrao da coerncia dos contedos programticos com os objectivos da unidade curricular.
Esta unidade curricular (UC) apresenta aspetos fundamentais e aplicados da engenharia de tratamento de
emisses atmosfricas. Beneficiando do conhecimento e competncias adquiridas anteriormente no ciclo de
estudos, fornece-se um tratamento abrangente e coerente de conceitos, ferramentas para a caracterizao, anlise
e processamento de poluentes atmosfricos. Esta UC aborda conceitos fundamentais para o projeto e operao de
sistemas de tratamento de emisses gasosas. Promove-se tambm a viso crtica das vantagens e limitaes das
diferentes tecnologias, bem como a sua adaptao a diferentes casos de estudo.
6.2.1.6. Demonstration of the syllabus coherence with the curricular unit's objectives.
This curricular unit displays fundamental and applied aspects in atmospheric emission treatment engineering.
Because it benefits from knowledge and competencies previously acquired in the study programme, a
comprehensive yet coherent treatment of concepts, characterisation tools, analysis and processing of atmospheric
pollutants is provided. This course unit broaches concepts that are fundamental for the design and operation of
gaseous emission treatment systems. A critical overview of the advantages and limitations of the different
technologies is also promoted, as well as their adaptation to different case studies.
Condies de Frequncia: Tero aprovao atravs da avaliao distribuda os estudantes que obedeam aos
seguintes critrios: i) Presena nas aulas de acordo com as normas da FEUP; ii) Nota mnima de 6 (em 20) valores
em CQA e CAE; iii) Classificao mnima de avaliao distribuda de 10 (em 20) valores. Os estudantes que no
obtiverem aprovao atravs da avaliao distribuda, tero que realizar o exame de recurso para poder obter
aprovao.
Frmula de avaliao: A classificao de avaliao distribuda (CAD) obtida com base nas classificaes globais
de Gesto da Qualidade do Ar (CQA) e de Controlo de Emisses Atmosfricas (CCE): CAD = 0,5 CQA + 0,5 CAE.
Conditions for attendance: Students that obey the following criteria will be approved through distributed
evaluation: i) Class attendance in accordance with FEUPs regulation; ii) Minimum mark of 6 (out of 20) for CQA and
CCE; iii) A minimum distributed evaluation mark of 10 (out of 20). Students, who have not obtained approval
through distributed evaluation, will have to take the supplementary exam in order to do so.
Evaluation formula: The classification of the distributed evaluation (CAD) is based on the Air Quality Management
(CQA) and Control of Atmospheric Emissions (CCE) general marks: CQA=0,2 CTG1+0,4 CTG2+0,4 CTE1 CCE=CTE2
CAD=0,5 CQA+0,5 CCE
6.2.1.8. Demonstrao da coerncia das metodologias de ensino com os objectivos de aprendizagem da unidade
curricular.
No seu processo formativo, o estudante participa em aulas expositivas, realiza trabalhos prticos que envolve o
tratamento estatstico de dados de qualidade do ar, acompanhado pelo docente. planeada uma visita de estudo a
uma estao de medida de qualidade do ar.
O processo de ensino-aprendizagem est centrado no trabalho (autnomo e tutorado) do estudante, em particular
nos projetos realizados durante o semestre, sendo ainda efetuada uma monitorizao regular informal da evoluo
e da aquisio de conhecimentos e competncias pelo mesmo. O objetivo alcanar uma aprendizagem mais
proativa e dinmica, que conduza o estudante assuno da sua responsabilidade pessoal no processo de
aprendizagem.
Concretamente, nesta Unidade Curricular adotada uma metodologia de ensino que privilegia a aquisio das
competncias, especializadas e especficas, que capacitem para o exerccio profissional competente, a interveno
social e para a investigao.
6.2.1.8. Demonstration of the coherence between the teaching methodologies and the learning outcomes.
In his/her formative process, the student takes part in theoretical lectures, conducts practical assignments that
involve the statistic treatment of air quality data, supervise by the teacher. A school outing to an air quality
monitoring station.
The teaching-learning process is centred on the students (autonomous or supervised) work, particularly in
projects conducted throughout the semester, together with an informal regular monitoring of the students
evolution and acquisition of knowledge and skills. The aim is to obtain a more proactive and dynamic learning that
can lead the student to accept his/her personal responsibility in the learning process. More to the point, this course
unit adopts a teaching methodology that privileges the acquisition of specialised and specific competencies that
qualify the student for the competent exercise of his/her profession, social intervention and research.
USEPA ; Stationary Source Control Techniques, October 1998 (Document for Fine Particulate Matter, EC/R
Incorporated, EPA Contract no. 68-D-98-026)
EPA fact sheets
Mapa IX - Tecnologia e Sistemas de Tratamento de Resduos Slidos/Solid Wast Treatment Technologies and System
6.2.1.2. Docente responsvel e respectivas horas de contacto na unidade curricular (preencher o nome completo):
Manuel Fernando Ribeiro Pereira (56 h TP 1 turma/class)
systems of solid wastes (SW). In addition, students are expected, through the participation in school outings, to
make the connection with the actual industrial technology.
Learning Outcomes: Understand and apply the aspects related to i) integrated solid waste management; ii)
sources, types, composition, quantities and properties of SW; iii) collection, transfer and transport of SW; iv)
separation, processing and transformation of SW; v) recycling of solid waste; vi) land disposal of SW; vii) energetic
valorisation of SW; viii) organic valorisation of SW.
To be developed:
Personal and professional skills and attributes, namely experimentation and knowledge discovery, systemic
thinking;
Interpersonal skills: teamwork and communication
Conceive, design, implement and operate systems in a company and in the social context.
6.2.1.5. Syllabus:
1. Integrated solid waste management system 2. Sources, types, composition, quantities and properties of solid
waste 3. Production and collection of solid waste 4. Separation, processing and transformation technologies of
solid waste 5. Reuse and recycling 6. Land disposal of solid waste. 7. Organic valorisation of solid waste 7.
energetic valorisation of solid waste
6.2.1.6. Demonstrao da coerncia dos contedos programticos com os objectivos da unidade curricular.
Esta unidade curricular (UC) tem como objetivo principal proporcionar aos estudantes competncias avanadas
em todos os aspetos relacionados com a gesto, as tecnologias e os sistemas de tratamento de resduos slidos
(RS). Para esse fim, esta UC aborda conceitos fundamentais sobre gesto integrada de RS; fontes, composio,
quantidades e propriedades dos RS; recolha, transferncia e transporte de RS; separao, processamento e
transformao de RS; reciclagem de RS; deposio de resduos em aterros sanitrios; valorizao energtica de
RS; e Valorizao orgnica de RS.
Pretende-se, ainda, atravs da realizao de visitas de estudo criteriosamente selecionadas, que os estudantes
faam a ligao com a realidade tecnolgica industrial.
6.2.1.6. Demonstration of the syllabus coherence with the curricular unit's objectives.
This curricular unit has as its main objective to provide students with advanced competencies in all aspects
regarding management, technologies and treatment systems of solid wastes. To this end, this course unit
addresses fundamental concepts about integrated solid waste management; sources, types, composition,
quantities and properties of SW; collection, transfer and transport of SW; separation, processing and
transformation of SW; recycling of solid waste; land disposal of SW; energetic valorisation of SW; and organic
valorisation of SW.
In addition, students are expected, through the participation in carefully selected visits, to make the connection
with the actual technological industrial.
6.2.1.8. Demonstrao da coerncia das metodologias de ensino com os objectivos de aprendizagem da unidade
curricular.
No seu processo formativo o estudante participar em aulas expositivas e realizar trabalhos de projeto em grupo,
convenientemente acompanhados pelo docente. Sero realizadas duas visitas de estudo, as quais sero
cuidadosamente selecionadas, pois tm como objetivo permitir aos estudantes fazer a ligao da matria abordada
nesta unidade curricular com a realidade tecnolgica industrial.
O processo de ensino-aprendizagem estar centrado no trabalho (autnomo e tutorado) do estudante e ser
efetuada uma monitorizao da evoluo e da aquisio de conhecimentos e competncias ao longo do semestre: -
Apresentao oral (cerda de 15 min) na 5 semana do semestre sobre um tema relacionado com a reutilizao e
reciclagem de resduos, a selecionar no incio do semestre. - Apresentao de um relatrio escrito (mximo 2
pginas) a meio do semestre sobre um artigo cientfico relacionado com o tema da apresentao oral. -
Apresentao de um relatrio escrito (mximo 10 pginas) no final do semestre sobre o tema selecionado para
apresentao oral mas visando fundamentalmente a componente de separao, processamento e transformao.
Dever resultar daqui uma aprendizagem mais proativa e dinmica, com recurso a metodologias diversificadas, que
globalmente apoiem o estudante na assuno da sua responsabilidade pessoal no processo de aprendizagem,
tornando-o gradualmente mais autnomo e independente.
Concretamente, na unidade curricular de TSTRS ser adotada uma metodologia de ensino que privilegia a
aquisio das competncias, especializadas e especficas, que capacitem para o exerccio profissional competente,
para a interveno social e para a investigao.
6.2.1.8. Demonstration of the coherence between the teaching methodologies and the learning outcomes.
In his/her formative process, the student participates in theoretical lessons, conducts group project works, whilst
monitored by the teacher. Two carefully selected visits will be conducted, because their aim is two allow students to
make the connection between the course unit subjects and the actual industrial technology.
The teaching / learning process is focused on the students (autonomous and supervised) work with a continuous
monitoring of the evolution and acquisition of knowledge and skills by the student throughout the semester: - An
oral presentation (about 15 min) in the 5th week of the semester about a subject related to the reuse and recycling
of wastes, to be selected in the beginning of the semester. - A written report (2 pages maximum) in the middle of the
semester about a scientific paper related to the same subject selected for the oral presentation. - A written report
(10 pages maximum) at the end of the semester about the same subject selected for the oral presentation, but more
focused on the separation, processing and transformation component.
The aim is to obtain a more proactive and dynamic learning that can lead the student to accept his/her personal
responsibility in the learning process, making him/ her progressively more autonomous and independent.
More to the point, the TSTRS curricular unit adopts a teaching methodology that privileges the acquisition of
specialised and specific competencies that qualify the student for the competent exercise of his/her profession,
and for social intervention and research.
6.2.1.2. Docente responsvel e respectivas horas de contacto na unidade curricular (preencher o nome completo):
Nuno Filipe Ribeiro Pinto de Oliveira Azevedo (42h TP 1 turma/class; 28 h PL 1 turma/class)
6.2.1.5. Syllabus:
THEORETICAL The impact of microorganisms in the different sectors of activity; examples of biotechnological
processes;
Food industry: beneficial/harmful microorganisms and analysis of bacteriological quality control; food preservation
methods(for example: dairy products); Chemical industry: (for example: production of ethanol and citric acid);
Pharmaceutical industry (for ex: production of beta-lactams; the problem of the dissemination of antibiotic resistant
bacteria);
Mining industry (microbial leaching of ores); Environment: waste water treatment; bioremediation of xenobiotic;
Pollution prevention. Metabolic pathway vs. industrial process/final product.
PRACTICAL Yoghurt production and its characteristics (pH, proportion of Streptococcus thermophilus and
Lactobacillus bulgaricus); Survival of potential pathogenic microorganisms in fermented products (yoghurt) -
comparison with unfermented products (milk)
6.2.1.6. Demonstrao da coerncia dos contedos programticos com os objectivos da unidade curricular.
Esta unidade curricular (UC) apresenta aspetos fundamentais e aplicados da Bioqumica Microbiana. Beneficiando
do conhecimento e competncias adquiridas anteriormente no ciclo de estudos, fornece-se uma explicao
abrangente sobre o impacto das vias metablicas dos microrganismos em vrias reas da atividade humana. Esta
UC aborda conceitos fundamentais para a operao de reatores biolgicos ou de outros processos
microbiolgicos, assim como para engenharia alimentar e ambiental. Promove-se tambm a viso crtica sobre
vantagens e limitaes da aplicao de microrganismos a diferentes processos, assim como a realizao de
trabalhos laboratoriais relacionados com estes temas.
6.2.1.6. Demonstration of the syllabus coherence with the curricular unit's objectives.
This curricular unit presents applied and fundamental aspects of Microbial Biochemistry. A comprehensive
explanation regarding the impact of microbial metabolic pathways in several areas of human activity is given,
benefiting from knowledge and skills previously acquired in the study programme. The curricular unit addresses
key concepts for the operation of biological reactors and other microbiological processes, as well as for food and
environmental engineering.
The curricular unit also promotes a critical understanding of the advantages and limitations of applying
microorganisms to different processes, as well as the conduction of laboratory assignments connected with those
topics.
Condies de Frequncia: - As aulas laboratoriais so obrigatrias para todos os estudantes, incluindo os que
esto ao abrigo do artigo 4, alneas a) e b). Para obter aprovao final unidade curricular o estudante tem que
Frmula avaliao: Nota prtica: Np=(0,3xAC)+(0,7xREL) Nota terica: Nt=(0.35 Mon)+(0.15x AO)+(0.2 x MT1)+(0.3 x
MT2) Nota final: NF=(0,6 Nt)+(0,4 x Np) onde, Mon - monografia; AO Apresentao oral; MT1 e MT2 Nota
mini-testes 1 e 2; AC- Avaliao continua.
Conditions for attendance: Laboratory classes are mandatory to all students, For final approval minimum grade for
each evaluation component is 6. - Approval to the curricular unit is obtained when the final classification of the
considered average of each component is > 10.
Evaluation Formula: Mark of the practical component: PM= (0.3 x CE) + (0.7 x RE) Mark of the theoretical
component: TM = (0.35 Mon) + (0.15x OP) + (0.2 x MT1) + (0.3 x MT2); Final Mark: FM = (0.6 TM) + (0.4 x PM) in
which, Mon Monograph; OP- oral presentation; MT 1 and MT 2 mark of mini-tests 1 and 2; RE- Report; CE
continuous evaluation;
6.2.1.8. Demonstrao da coerncia das metodologias de ensino com os objectivos de aprendizagem da unidade
curricular.
No seu processo formativo o estudante participar em aulas expositivas e efetuar uma apresentao oral, para
alm de realizar trabalhos laboratoriais em grupo, convenientemente acompanhados pelo docente. Adicionalmente
ter que resolver dois mini-testes durante a avaliao contnua.
O processo de ensino-aprendizagem estar centrado no trabalho (autnomo e tutorado) do estudante e ser
efetuada uma monitorizao constante da evoluo e da aquisio de conhecimentos e competncias pelo mesmo.
Dever resultar daqui uma aprendizagem mais proativa e dinmica, com recurso a metodologias mais
diversificadas, que globalmente apoiem o estudante na assuno da sua responsabilidade pessoal no processo de
aprendizagem, tornando-o gradualmente mais autnomo e independente.
Concretamente, na unidade curricular de Bioqumica Microbiana ser adotada uma metodologia de ensino que
privilegia a aquisio das competncias, especializadas e especficas, que capacitem para o exerccio profissional
competente, para a interveno social e para a investigao.
6.2.1.8. Demonstration of the coherence between the teaching methodologies and the learning outcomes.
In his/her formative process, the student will participate in theoretical classes and will give an oral presentation, in
addition to conducting laboratory assignments, in group, conveniently monitored by the teacher. Furthermore, the
student will have to solve two mini-tests throughout the distributed evaluation. The teaching / learning process is
focused on the students (autonomous and supervised) work, together with an informal regular monitoring of the
development and acquisition of knowledge and skills by the said student. The aim is to obtain a more proactive and
dynamic learning that can lead the student to accept his/her personal responsibility in the learning process, making
him/her gradually more independent. More to the point, this Biochemistry curricular unit adopts a teaching
methodology that privileges the acquisition of specialised and specific competencies that qualify the student for
the competent exercise of his/her profession, and also for social intervention and research.
6.2.1.2. Docente responsvel e respectivas horas de contacto na unidade curricular (preencher o nome completo):
Manuel Jos Vieira Simes (42 h TP 1 turma/class; 14 h PL 1 turma/class)
Upon completing this curricular unit, the student should be able to:
Know the role microorganisms play in biotechnological applications
Know the main strategies to grow microorganisms and quantify that growth
Model the kinetics of cell growth in the presence and absence of inhibition and/or growth limitations
Describe the main types of bioreactors
Model the mode of operation of the main types of bioreactors
Know the key strategies of agitation and aeration of a bioreactor
Scale the requirements of power of agitation and aeration
Scale-up/scale-down of bio-reactors
6.2.1.5. Syllabus:
1. Integration of bio-reactors in industrial processes; General scheme of a fermentation process; general features
of microorganisms and growth media used in industry; 2. Cell growth; quantification of cell growth; cell
immobilization; microbial film) 3. Material balance basics (mass balances of one or more components; balances of
multiple units; balance of units with recycling, bypass); 4. Bioreactors of microbial cells: classification; reactors
with suspended and fixed biomass; operation mode of bioreactors (batch, fed-batch, continuous); physical
characteristics of the equipment 5. Modeling and simulation of processes in microbial bioreactors: examples;
specific software 6. Agitation and aeration (concept of mass transference; correlation of mass transference
coefficient; quantification of interfacial area; absorption rate/oxygen transference; KLa correlation; concept of
Hold-up) 7. Sterilisation 8. Scale variation in bioreactors: general concepts.
6.2.1.6. Demonstrao da coerncia dos contedos programticos com os objectivos da unidade curricular.
Esta unidade curricular (UC) apresenta os elementos fundacionais da Engenharia das Fermentaes. Beneficiando
do conhecimento prvio dos estudantes, fornece-se um tratamento abrangente e coerente de conceitos e
ferramentas para aplicaes envolvendo extrao, processamento, e uso de informao com o objetivo de
compreender o papel dos microrganismos e dos biorreatores na Biotecnologia. A UC de Engenharia das
Fermentaes aborda conceitos fundamentais para a modelao dos dados, extrao e tratamento analtico de
informao para um correto dimensionamento e modelizao da operao de biorreatores, do seu equipamento
complementar e do bioprocesso em geral. O papel dos microrganismos como biofbricas analisada de uma
forma complementar aos fundamentos bioqumicos.
6.2.1.6. Demonstration of the syllabus coherence with the curricular unit's objectives.
This course unit presents the foundational elements of Fermentation Engineering. Benefiting from the student`s
previous knowledge, a comprehensive and coherent treatment of concepts, common tools for applications is
provided, involving the extraction, processing, and use of information in order to understand the role of
microorganisms and bio-reactors in Biotechnology and Bioprocesses. The Fermentation Engineering course unit
addresses fundamental concepts for data modeling, extraction and information analysis for the correct sizing and
modelling of a bioreactors operation, its complementary equipment, and the bioprocess in general. The role of
microorganisms as biofactories is analysed complementarily to biochemical fundamentals.
Frmula de avaliao: Modo de avaliao dos conhecimentos: avaliao distribuda com exame final. A
classificao final ser calculada de acordo com os seguintes componentes de avaliao: Exame final com um
factor de ponderao de 60% na classificao final; Avaliao contnua: trabalhos laboratoriais em Engenharia das
Fermentaes (30%); Participao nas aulas (10%).
Exame de recurso. Para obteno de classificao positiva, o estudante dever obter uma classificao global
mnima de 9.5 valores. No entanto, o exame final dever ter uma classificao superior a 8 valores.
Evaluation formula: How knowledge is assessed- distributed evaluation with final exam. The final classification will
be estimated according to the following evaluation components: Final examination with a consideration factor 60%
in the final classification; Continuous evaluation: laboratory assignments in Fermentation Engineering (30%);
Participation in class (10%).
Resit exam. To obtain a positive mark, the student must have a global minimum classification of 9.5. However, the
final exam should reach a classification superior to 8.
6.2.1.8. Demonstrao da coerncia das metodologias de ensino com os objectivos de aprendizagem da unidade
curricular.
No seu processo formativo, o estudante participa em aulas expositivas, realiza trabalhos tericos e laboratoriais,
acompanhado pelo docente.
O processo de ensino/aprendizagem est centrado no trabalho (autnomo e tutorado) do estudante, em particular
nos trabalhos laboratoriais realizadas durante o semestre, sendo ainda efetuada uma monitorizao regular
informal da evoluo e da aquisio de conhecimentos e competncias pelo mesmo. O objetivo alcanar uma
aprendizagem mais proativa e dinmica, que conduza o estudante assuno da sua responsabilidade pessoal no
processo de aprendizagem.
Concretamente, nesta unidade curricular adotada uma metodologia de ensino que privilegia a aquisio das
competncias, especializadas e especficas, que capacitem o estudante para o exerccio profissional competente
em ambiente industrial, para a eficaz interveno social e para a investigao cientfica.
6.2.1.8. Demonstration of the coherence between the teaching methodologies and the learning outcomes.
n his/her formative process, the student participates in theoretical lessons, conducts theoretical and laboratory
assignments, whilst monitored by the teacher.
The teaching/learning process is focused on the students (autonomous and supervised) work, in particular
laboratory assignments performed during the semester, together with an informal regular monitoring of the
development and acquisition of knowledge and skills by the said student. The aim is to obtain a more proactive and
dynamic learning that can lead the student to accept his/her personal responsibility in the learning process. More
to the point, this course unit adopts a teaching methodology that privileges the acquisition of specialised and
specific competencies that qualify the student for the competent exercise of his/her profession in an industrial
environment, and efficient social intervention and scientific research.
6.2.1.2. Docente responsvel e respectivas horas de contacto na unidade curricular (preencher o nome completo):
Filipe Jos Menezes Mergulho (56 h TP 1 turma/class)
3 - Ruptura celular
a) Mtodos mecnicos
b) Mtodos no mecnicos
4 - Separao slido-lquido
a) Sedimentao
b) Centrifugao
c) Filtrao convencional
d) Processos de membranas
5 - Cromatografia
a) Filtrao gel
b) Permuta inica
c) Afinidade
d) Interao hidrofbica
6 - Processos de Extrao
7 - Precipitao e cristalizao
8 - Remoo de solvente
a) Secagem
b) Liofilizao
c) Evaporao
9 - Atividade do produto
10 - Regulamentao
a) Validao
b) Aprovao
c) Formulao
6.2.1.5. Syllabus:
1- Biotechnology and bioproducts
3- Cell rupture
a) Mechanical methods
b) Non-mechanical methods
4- Solid-liquid separation
a) Sedimentation
b) Centrifugation
c) Conventional filtration
d) Membrane processes
5- Chromatography
a) Gel filtration
b) Ionic exchange
c) Affinity
d) Hydrophobic interaction
6- Extraction processes
8- Solvent removal
a) Drying
b) Freeze drying
c) Evaporation
9- Product activity
10- Regulation
a) Validation
b) Approval
c) Formulation
6.2.1.6. Demonstrao da coerncia dos contedos programticos com os objectivos da unidade curricular.
Esta unidade curricular (UC) apresenta ferramentas de anlise de processo industriais com especial enfoque nos
processos de purificao associados. Beneficiando do conhecimento e competncias adquiridas num primeiro
ciclo de estudos, fornece-se um tratamento abrangente e coerente de conceitos, ferramentas comuns para
aplicaes envolvendo extrao, processamento e uso de informao em mltiplos cenrios. A UC Promove
tambm a viso crtica das vantagens e limitaes das diferentes tcnicas, bem como a sua adaptao a cenrios
no convencionais.
6.2.1.6. Demonstration of the syllabus coherence with the curricular unit's objectives.
This curricular unit provides tools for the analysis of industrial processes particularly focusing on the associated
purification processes. Benefiting from knowledge and skills acquired in a first study cycle, this unit provides a
comprehensive and coherent set of concepts, common tools for applications involving the extraction, processing,
communication and use of information in multiple scenarios.
The curricular unit promotes a critical understanding of the advantages and limitations of the different techniques,
as well as their adaptation to unconventional scenarios.
Condies de Frequncia: A frequncia obtm-se atravs da presena nas aulas, de acordo com as normas
estabelecidas na FEUP. Para ter frequncia os estudantes devem ter entregue pelo menos 75% das componentes
do trabalho final. A mdia da classiifcao dessas componentes no poder ser inferior a 8/20 valores.
Frmula de avaliao: A nota final da unidade curricular ser dada pela mdia ponderada das vrias partes que
constituem o trabalho final, as notas obtidas nas apresentaes e a classificao do caderno de projeto. Os
coeficientes de ponderao sero discutidos na aula.
Conditions for attendance: Attendance frequency is obtained through class attendance, according to FEUPs
General Assessment Regulation. In order to obtain attendance frequency, students should submit at least 75% of
the final work components. The average classification of those components cannot be inferior to 8/20.
Evaluation formula: The curricular units final mark will correspond to the considered average of the several parts
that comprise the final work, the marks obtained in the presentations and the classification of the projects
notebook. The weighing coefficients will be discussed in class.
6.2.1.8. Demonstrao da coerncia das metodologias de ensino com os objectivos de aprendizagem da unidade
curricular.
No seu processo formativo o estudante participar em aulas expositivas, e realizar um trabalho em grupo de
natureza multidisciplinar, convenientemente acompanhado pelo docente.
O processo de ensino-aprendizagem estar centrado no trabalho (autnomo e tutorado) do estudante e ser
efetuada uma monitorizao constante da evoluo e da aquisio de conhecimentos e competncias pelo mesmo.
Dever resultar daqui uma aprendizagem mais proativa e dinmica, com recurso a metodologias mais
diversificadas, que globalmente apoiem o estudante na assuno da sua responsabilidade pessoal no processo de
aprendizagem, tornando-o gradualmente mais autnomo e independente.
6.2.1.8. Demonstration of the coherence between the teaching methodologies and the learning outcomes.
In his/her formative process, the student will participate in lectures and conduct multidisciplinary group work
conveniently monitored by the teacher. The teaching/learning process will be focused on the students
(autonomous and supervised) work, together with an informal regular monitoring of the development and
acquisition of knowledge and skills by the said student. The aim is to obtain a more proactive and dynamic learning
that can lead the student to accept his/her personal responsibility in the learning process, making him/her
progressively more autonomous and independent.
6.2.1.2. Docente responsvel e respectivas horas de contacto na unidade curricular (preencher o nome completo):
Maria Arminda Costa Alves (14 h TP 0,25 turma/class)
6.2.1.5. Syllabus:
1. Global concepts of product chemistry applied to product engineering.
2. Fine chemistry and technology of inorganic products.
3. Chemistry and technology of cosmetics and personal care products.
4. Perfumes chemistry and technology
5. Chemistry and technology of new generation phytosanitary products.
6.2.1.6. Demonstrao da coerncia dos contedos programticos com os objectivos da unidade curricular.
Esta unidade curricular (UC) apresenta os conceitos fundamentais da qumica e tecnologia do produto.
Beneficiando do conhecimento e competncias adquiridas no primeiro e segundo ciclo de estudos, fornece-se um
tratamento abrangente e coerente de conceitos, ferramentas comuns para a compreenso dos procedimentos
utilizados na conceo de produtos. A unidade curricular discute um conjunto alargado de problemas de
aprendizagem e introduz ferramentas apropriadas para os resolver. Promove-se tambm a viso crtica das
vantagens e limitaes dos diferentes procedimentos utilizados no design de produtos, bem como a sua adaptao
a casos de estudo.
6.2.1.6. Demonstration of the syllabus coherence with the curricular unit's objectives.
This curricular unit provides the foundational elements of chemical and technology of products. Benefiting from
knowledge and skills acquired in a first and second study cycles, it provides a comprehensive and coherent set of
concepts, common tools for understanding the procedures used in product design. The curricular unit discusses a
large set of learning problems and introduces the appropriate tools to address them. It also promotes a critical
understanding of the advantages and limitations of the different procedures applied in product design, as well as
their adaptation to case studies.
contedo dos seminrios e das visitas de estudo, com nota mnima de 7/10.
Os estudantes que no obtenham aprovao, ou nota mnima na componente de miniteste tero de realizar exame
de recurso, sendo a classificao final CF1 dada por:
CF1 = 0,40 REL + 0,60 REC
Em que:
REC a nota do exame de recurso.
6.2.1.8. Demonstrao da coerncia das metodologias de ensino com os objectivos de aprendizagem da unidade
curricular.
Esta unidade curricular (UC) apresenta os conceitos fundamentais da qumica e tecnologia do produto.
Beneficiando do conhecimento e competncias adquiridas no primeiro e segundo ciclo de estudos, fornece-se um
tratamento abrangente e coerente de conceitos, ferramentas comuns para a compreenso dos procedimentos
utilizados na conceo de produtos. A unidade curricular discute um conjunto alargado de problemas de
aprendizagem e introduz ferramentas apropriadas para os resolver. Promove-se tambm a viso crtica das
vantagens e limitaes dos diferentes procedimentos utilizados no design de produtos, bem como a sua adaptao
a casos de estudo.
6.2.1.8. Demonstration of the coherence between the teaching methodologies and the learning outcomes.
This curricular unit presents the foundational elements of chemical and technology of products. Benefiting from
knowledge and skills acquired in a first and second study cycles, it provides a comprehensive and coherent set of
concepts, common tools for understanding the procedures used in product design. The curricular unit discusses a
large set of learning problems and delivers the tools to address them. The course unit promotes a critical
understanding of the advantages and limitations of the different procedures applied to product design, as well as
their adaptation to case studies.
6.2.1.2. Docente responsvel e respectivas horas de contacto na unidade curricular (preencher o nome completo):
Cidlia Maria de Sousa Botelho (16,8 h TP 0,4 turma/class; 5,6h PL 0,4 turma/class)
6.2.1.5. Syllabus:
1. Introduction Energy and Environment
2. GASEOUS EMISSIONS
2.1 Fundamentals of atmospheric pollution
Pollutants, sources, air quality, regulations
2.2 Impacts of atmospheric pollution
2.3 Treatment technologies
3. Solid waste
3.1 Fundamentals of solid waste
3.2 Solid waste management
6.2.1.6. Demonstrao da coerncia dos contedos programticos com os objectivos da unidade curricular.
Esta unidade curricular (UC) apresenta aspetos fundamentais e aplicados da engenharia de tratamento de
efluentes e resduos. Beneficiando do conhecimento e competncias adquiridas anteriormente no ciclo de estudos,
fornece-se um tratamento abrangente e coerente de conceitos, ferramentas para a caracterizao, anlise e
processamento de efluentes e resduos poluentes. Esta UC aborda conceitos fundamentais para o projeto e
operao de sistemas de tratamento de emisses gasosas, resduos slidos e efluentes lquidos, que so
aplicados avaliao e clculo de alguns desses sistemas. Promove-se tambm a viso crtica das vantagens e
limitaes das diferentes tecnologias, bem como a sua adaptao a diferentes casos de estudo.
6.2.1.6. Demonstration of the syllabus coherence with the curricular unit's objectives.
This course unit presents fundamental and applied aspects of effluents and waste treatment engineering.
Benefiting from the knowledge and skills acquired in the study cycle, the unit provides a comprehensive and
coherent treatment of concepts, characterisation tools, analysis and processing of effluents and waste pollutants.
This course unit addresses fundamental concepts for the design and operation of treatment systems for gaseous
emissions, solid waste and liquid effluents, which are applied to the assessment and calculation of some of these
systems. It also promotes a critical view of the advantages and limitations of different technologies, as well as their
adaptation to different case studies.
Condies de Frequncia: Frequncia das aulas, de acordo com as regras establecidas na FEUP.
Para aprovao na UC a classificao final ter que ser igual ou superior a 10 valores.
Conditions for attendance: Students have to attend classes in accordance with the General Evaluation Rules of
FEUP.
For approval, the students classification will have to be equal to or higher than 10.
6.2.1.8. Demonstrao da coerncia das metodologias de ensino com os objectivos de aprendizagem da unidade
curricular.
No seu processo formativo, o estudante participa em aulas expositivas, realizar trabalhos tericos e prticos,
acompanhado pelo docente. Visitas de estudo e palestras por especialistas convidados so regularmente
promovidas.
O processo de ensino-aprendizagem est centrado no trabalho (autnomo e tutorado) do estudante, em particular
nos projetos/monografias realizadas durante o semestre, sendo ainda efetuada uma monitorizao regular informal
da evoluo e da aquisio de conhecimentos e competncias pelo mesmo. O objetivo alcanar uma
aprendizagem mais proativa e dinmica, que conduza o estudante assuno da sua responsabilidade pessoal no
processo de aprendizagem.
Concretamente, nesta Unidade Curricular adotada uma metodologia de ensino que privilegia a aquisio das
competncias, especializadas e especficas, que capacitem para o exerccio profissional competente, a interveno
social e para a investigao.
6.2.1.8. Demonstration of the coherence between the teaching methodologies and the learning outcomes.
In his/her formative process, the student participates in theoretical lessons, conducts theoretical and practical
work, monitored by a teacher. School outings and lectures by invited experts are regularly promoted.
The teaching-learning process is focused on the students (autonomous and supervised) work, in particular
laboratory assignments performed during the semester, together with an informal regular monitoring of the
development and acquisition of knowledge and skills by the said student. The aim is to obtain a more proactive and
dynamic learning that can lead the student to accept his/her personal responsibility in the learning process.
More to the point, this course unit adopts a teaching methodology that privileges the acquisition of specialised and
specific competencies that qualify the student for the competent exercise of his/her profession, social intervention
and research..
6.2.1.2. Docente responsvel e respectivas horas de contacto na unidade curricular (preencher o nome completo):
Filipe Jos Menezes Mergulho (42 h TP 1 turma/class)
Competncias tcnicas:
Apreenso de conceitos bsicos relativos s protenas nomeadamente as suas aplicaes, relaes entre
composio, estrutura e funo e mtodos de caracterizao. Devem ainda assimilar conceitos relativos
actividade, estabilidade, cintica e sntese de protenas em condies fisiolgicas e em aplicaes industriais da
tecnologia de DNA recombinante usando diversas estratgias de engenharia de protenas.
Competncias no tcnicas:
Trabalho em grupo com componente de pesquisa (parte TP) e laboratorial. Apresentao oral.
Technical skills:
Understanding basic concepts concerning proteins, their application and the relationship between composition,
structure and function, as well as characterisation methods. Students should also incorporate concepts related to
protein activity, stability, kinetics and synthesis in physiological conditions and industrial application of
recombinant DNA technology, by using several strategies of protein engineering.
Non-technical skills:
Group assignment with a research and laboratorial component (TP part).Oral presentation.
Programa das aulas TP:1 - Protenas na cincia medicina e indstria 2 - Protenas - Composio, estrutura e funo
3 - Protenas - Deteo e caracterizao 4 - Enzimas - Cintica, atividade, estabilidade e regulao 5 - Principais
objetivos da Engenharia de Protenas 6 - Sntese Proteica - Transcrio 7 - Sntese Proteica - Eventos
ps-transcrio 8 - Sntese Proteica - Traduo 9 - Sntese Proteica - Eventos ps-traduo 10 - Expresso de
protenas recombinantes - vantagens e hospedeiros 11 - Expresso de protenas recombinantes - mtodos de
clonagem molecular 12- Engenharia de Protenas - Design de vetores 13 - Engenharia de Protenas - Design
racional de protenas 14 - Engenharia de Protenas - Estratgias aleatrias 15 - Engenharia de Protenas -
Estratgias hbridas Programa de laboratrio:Produo, purificao e anlise de uma protena recombinante
6.2.1.5. Syllabus:
Theoretical-practical classes outline: 1- Proteins in science, medicine and industry; 2- Proteins- composition,
structure and function; 3- Proteins- detection and characterisation; 4- Enzymes- Kinetics, activity, stability and
regulation; 5- Main objectives of protein engineering; 6- Protein synthesis- Transcription; 7- Protein synthesis-
Post-transcriptional events; 8- Protein synthesis- Translation; 9- Protein synthesis- Post-translational events; 10-
Recombinant proteins expression- advantages and hosts; 11- Recombinant proteins expression- methods for
molecular cloning; 12- Protein Engineering- Vector design; 13- Protein Engineering- Rational design of proteins; 14-
Protein Engineering- Random strategies; 15- Protein Engineering- Hybrid strategies Laboratory programme:
a) Production, purification and analysis of a recombinant protein.
6.2.1.6. Demonstrao da coerncia dos contedos programticos com os objectivos da unidade curricular.
Esta unidade curricular (UC) apresenta os elementos fundacionais da Engenharia de Protenas. Beneficiando do
conhecimento e competncias adquiridas em anos anteriores, fornece-se um tratamento abrangente e coerente de
conceitos e tcnicas usadas nesta rea. Promove-se tambm a viso crtica das vantagens e limitaes das
diferentes tcnicas, bem como a sua adaptao a cenrios no convencionais.
6.2.1.6. Demonstration of the syllabus coherence with the curricular unit's objectives.
This curricular unit (CU) provides the foundational elements of Protein Engineering. Benefiting from knowledge and
skills acquired in previous courses, it provides a comprehensive and coherent set of concepts, common tools and
applications that are used in this area. The CU promotes a critical understanding of the advantages and limitations
of the different techniques, as well as their adaptation to unconventional scenarios.
Condies de Frequncia: Participao nas sesses laboratoriais e entrega do respetivo relatrio o qual deve ter
classificao positiva (maior ou igual a 10 valores). Entrega do trabalho de grupo e realizao da respetiva
apresentao oral com classificao positiva (maior ou igual a 10 valores).
Frmula de avaliao: A nota final (NF) calculada pela seguinte frmula: NF= 0.6xE + 0.2xL + 0.2xTE - exame final
L - nota de laboratrio obtida pela classificao do relatrio final e desempenho laboratorial
T - nota do trabalho de grupo (inclui classiifcao do trabalho e da sua apresentao oral)
Conditions for attendance: Participation in the laboratory sessions and submission of the final report with a
positive (higher than or equal to 10/20) classification. Submission of the group assignment and its respective oral
presentation (higher than or equal to 10/20).
Evaluation formula: Final Grade (FG) will be based on the following formula: FG= 0.6xE + 0.2xL + 0.2xTE- Final
Exam L- Final report of laboratory assignments and performance
T - Group assignment classification (includes of the grade of the assignment and its oral presentation)
6.2.1.8. Demonstrao da coerncia das metodologias de ensino com os objectivos de aprendizagem da unidade
curricular.
No seu processo formativo o estudante participar em aulas expositivas, realizar trabalhos tericos e prticos,
individuais e em grupos, convenientemente acompanhados pelo docente.
O processo de ensino-aprendizagem estar centrado no trabalho (autnomo e tutorado) do estudante e ser
efetuada uma monitorizao constante da evoluo e da aquisio de conhecimentos e competncias pelo mesmo.
Dever resultar daqui uma aprendizagem mais proativa e dinmica, com recurso a metodologias mais
diversificadas, que globalmente apoiem o estudante na assuno da sua responsabilidade pessoal no processo de
aprendizagem, tornando-o gradualmente mais autnomo e independente.
Ser adotada uma metodologia de ensino que privilegia a aquisio das competncias, especializadas e
especficas, que capacitem para o exerccio profissional competente e para a investigao.
6.2.1.8. Demonstration of the coherence between the teaching methodologies and the learning outcomes.
In his/her formative process, the student will participate in theoretical lessons, conduct multidisciplinary theoretical
and practical assignments, individually or in group, whilst properly monitored by the teacher.
The teaching / learning process is focused on the students (autonomous and supervised) work, together with a
regular monitoring of the development and acquisition of knowledge and skills by the said student. The aim is to
obtain a more proactive and dynamic learning, by resorting to several methodologies, that can lead the student to
accept his/her personal responsibility in the learning process, making him/her gradually more autonomous and
independent. This course unit adopts a teaching methodology that privileges the acquisition of specialised and
specific competencies that qualify the student for the competent exercise of his/her profession and for research.
6.2.1.2. Docente responsvel e respectivas horas de contacto na unidade curricular (preencher o nome completo):
Francisco Xavier Delgado Domingos Antunes Malcata (42 h TP 1 turma/class)
5. Imobilizao de enzimas. Tipos de suporte e tcnicas de imobilizao. Efeitos nas propriedades e cintica
enzimticas. Limitaes difusionais externas e internas. Fatores de eficincia.
6. Reatores enzimticos: Principais tipos de reatores ideais e respetivas equaes. Reatores reais: distribuio de
tempos de residncia e grau de mistura.
6.2.1.5. Syllabus:
1. General properties of enzymes. Classification and nomenclature of enzymes. Levels of enzyme structure.
Specificity of enzymes. Main types of mechanisms for enzyme catalysis.
3. Enzyme technologies. Major industrial applications of enzymes. Enzymatic biosensors and clinical diagnostics.
4. Enzyme kinetics and stability. Michaelis-Menten model. Complementary and alternative models. Assessment of
the kinetic constants. Enzyme activity and stability. Effects of pH and temperature on enzyme kinetics. Types of
enzyme inhibition.
5. Immobilisation of enzymes. Type of support and immobilisation techniques. Effects of enzyme and kinetic
properties. External and internal diffusional limitations. Efficiency factors.
6. Enzymatic Reactors: Main types of ideal reactors and their equations. Real (non-ideal) reactor: residence time
distribution and degree of mixing.
6.2.1.6. Demonstrao da coerncia dos contedos programticos com os objectivos da unidade curricular.
Esta unidade curricular (UC) apresenta os elementos fundacionais da Engenharia Enzimtica. Beneficiando do
conhecimento prvio dos estudantes, fornece-se um tratamento abrangente e coerente de conceitos e ferramentas
para aplicaes envolvendo extrao, processamento, e uso de informao com o objetivo de compreender o papel
das enzimas e dos biorreatores enzimticos na Biotecnologia. A UC de Engenharia das Enzimtica aborda
conceitos fundamentais para a modelao dos dados, extrao e tratamento analtico de informao para a
compreenso do mecanismo de ao enzimtico e das suas potencialidades como biocatalizadores.
6.2.1.6. Demonstration of the syllabus coherence with the curricular unit's objectives.
This curricular unit presents the foundational elements of Enzyme Engineering. Benefiting from the students prior
knowledge, it provides a comprehensive and coherent treatment of concepts and tools for applications involving
the extraction, processing, and use of information in order to understand the role of enzymes and enzymatic
bioreactors in biotechnology. The Enzyme Engineering curricular unit discusses fundamental concepts for data
modelling, extraction and analytical treatment of information, in order to understand the action mechanism of
enzymes and their potential as biocatalysts.
Frmula de avaliao: A classificao final ser calculada de acordo com os seguintes componentes de avaliao:
Exame final (60%).
Apresentao e discusso de um artigo cientfico(10%).
Relatrios dos trabalhos experimentais(20%).
Interesse e participao nas aulas(10%).
Para obteno de classificao positiva, o estudante dever obter uma classificao global mnima de 9.5 valores.
No entanto, o exame final dever ter uma classificao superior a 8 val.
Evaluation formula: The final grade will be based on the following assessment components: Final exam (60%).
Presentation and discussion of a scientific paper (10%).
Reports from the laboratorial experiments (20%). Interest and participation in the classes (10%).
To obtain a positive grade, the student must have an overall grade of at least 9.5 out of 20. However, the final exam
must have a grade higher than 8.
6.2.1.8. Demonstrao da coerncia das metodologias de ensino com os objectivos de aprendizagem da unidade
curricular.
No seu processo formativo, o estudante participa em aulas expositivas, realizar trabalhos tericos e laboratoriais,
acompanhado pelos docentes.
O processo de ensino/aprendizagem est centrado no trabalho (autnomo e tutorado) do estudante, em particular
nos trabalhos laboratoriais realizados durante o semestre, sendo ainda efetuada uma monitorizao regular
informal da evoluo e da aquisio de conhecimentos e competncias pelo mesmo. O objetivo alcanar uma
aprendizagem mais proativa e dinmica, que conduza o estudante assuno da sua responsabilidade pessoal no
processo de aprendizagem.
Concretamente, nesta unidade curricular adotada uma metodologia de ensino que privilegia a aquisio das
competncias, especializadas e especficas, que capacitem o estudante para o exerccio profissional competente
em ambiente industrial, para a eficaz interveno social e para a investigao cientfica.
6.2.1.8. Demonstration of the coherence between the teaching methodologies and the learning outcomes.
In his/her formative process, the student participates in theoretical lessons, conducts theoretical and laboratory
assignments, whilst monitored by the teachers.
The teaching/learning process is focused on the students (autonomous and supervised) work, in particular
laboratory assignments performed during the semester, together with an informal regular monitoring of the
development and acquisition of knowledge and skills by the said student. The aim is to obtain a more proactive and
dynamic learning that can lead the student to accept his/her personal responsibility in the learning process. More
to the point, this course unit adopts a teaching methodology that privileges the acquisition of specialised and
specific competencies that qualify the student for the competent exercise of ones profession, social intervention
and scientific research.
6.2.1.2. Docente responsvel e respectivas horas de contacto na unidade curricular (preencher o nome completo):
Francisco Xavier Delgado Domingos Antunes Malcata (42 h TP 1 turma/class)
6.2.1.5. Syllabus:
1. Bioenergy (biofuels, biorefineries, microbial fuel cells)
2. Biotechnology of Aquatic Systems (fine chemicals, sustainability, bioremediation, water security, safety and
distribution)
6.2.1.6. Demonstrao da coerncia dos contedos programticos com os objectivos da unidade curricular.
Os objetivos (compreenso e conceo de sistemas de bioenergia e de valorizao de recursos biolgicos
aquticos) esto includos nas seces 1 e 2 do programa. Esta unidade curricular (UC) apresenta os elementos
fundacionais da utilizao de recursos biolgicos para a produo de utilidades (p.ex. energia) e produtos (p.ex.
qumicos de elevado valor acrescentado), numa perspetiva ambientalmente correta (p.ex utilizao sustentada e
remediao). Beneficiando do conhecimento e competncias adquiridas num primeiro ciclo de estudos, fornece-se
um tratamento abrangente e coerente de conceitos, bem como ferramentas comuns para aplicaes envolvendo
extrao, processamento e uso de informao em mltiplos cenrios. Esta UC aborda, com efeito, conceitos
fundamentais para a compreenso das principais tecnologias existentes e de outras emergentes, no intuito de
permitir a discusso de dados e o tratamento analtico de informao para um uso eficaz da mesma.
6.2.1.6. Demonstration of the syllabus coherence with the curricular unit's objectives.
The learning outcomes (understand and design bioenergy and upgrade of bioaquatic resources) are included in
items 1 and 2 of the syllabus.
This curricular unit (CU) provides the foundational elements of the use of biological resources for the production of
utilities (e.g. energy) and products (e.g. high added-value chemicals), within an environment-friendly framework
(e.g. sustained usage and remediation).
Taking advantage of the knowledge and skills acquired in the first study cycle, a comprehensive and consistent set
of concepts is provided, as well as common tools for applications involving extracting, processing and the use of
information in multiple scenarios. This CU addresses basic concepts to rationalise the major existing and emerging
technologies, allowing for the discussion of data and analytical processing of information for its efficient use.
complemented by a final exam, in order to establish the learning quality of the whole of the class.
6.2.1.8. Demonstrao da coerncia das metodologias de ensino com os objectivos de aprendizagem da unidade
curricular.
No seu processo formativo, o estudante participar em aulas expositivas e realizar trabalhos tericos e prticos,
individuais e em grupos de natureza multidisciplinar, convenientemente acompanhado pelo docente; participar
ainda em workshops e palestras proferidas por individualidades reconhecidas pelos seus elevados padres
cientficos e/ou profissionais e com relevncia para esta UC. O processo de ensino-aprendizagem estar centrado
no trabalho (autnomo e tutorado) do estudante e ser efetuada uma monitorizao constante da evoluo e da
aquisio de conhecimentos e competncias pelo mesmo. Dever resultar daqui uma aprendizagem mais proativa
e dinmica, com recurso a metodologias mais diversificadas, suscetveis de globalmente apoiarem o estudante na
assuno da sua responsabilidade pessoal no processo de aprendizagem tornando-o gradualmente mais
autnomo e independente. Nesta UC em particular, ser adotada uma metodologia de ensino que privilegia a
aquisio das competncias, especializadas e especficas, que capacitem para o exerccio profissional competente,
para a interveno social e para a investigao.
6.2.1.8. Demonstration of the coherence between the teaching methodologies and the learning outcomes.
In his/her formative process, the student participates in theoretical lessons, conducts multidisciplinary theoretical
and practical assignments, individually and in group, whilst properly monitored by the teacher; he/she will also
participate in workshops and lectures given by renowned experts who hold high scientific and/or professional
standards.
The teaching / learning process is focused on the students (autonomous and supervised) work, in particular
laboratory assignments performed during the semester, together with an informal regular monitoring of the
development and acquisition of knowledge and skills by the said student. The aim is to obtain a more proactive and
dynamic learning that can lead the student to accept his/her personal responsibility in the learning process- making
him/her gradually more autonomous and independent.
More to the point, this course unit adopts a teaching methodology that privileges the acquisition of specialised and
specific competencies that qualify the student for the competent exercise of ones profession, social intervention
and research.
6.2.1.2. Docente responsvel e respectivas horas de contacto na unidade curricular (preencher o nome completo):
Joo Jos da Cunha e Silva Pinto Ferreira (28h TP 0,67 turma/class)
Digital Skills
National Content Standards for Entrepreneurship Education (NCSEE) Skill Reference: http://www.entre-ed.org
/Standards_Toolkit Levels: BASICS, COMPETENCY AWARENESS and CREATIVE APPLICATIONS of the following
Standards A. Entrepreneurial Processes; B. Entrepreneurial Traits/Behaviors; L. Marketing Management; M.
Operations Management; O. Strategic Management. Levels: BASICS, COMPETENCY AWARENESS C. Business
Foundations; F. Economics (concepts review); N. Risk Management. Levels: BASICS, COMPETENCY AWARENESS,
CREATIVE APPLICATIONS, STARTUP D. Communications and Interpersonal Skills E. Digital Skills.
6.2.1.5. Syllabus:
1 - Presentation of the study cycle, Motivation. Team setup. 2 - Innovation and Entrepreneurship. The process of
entrepreneurship (Timmons Model). Malincho Case. 3 - Is Your Idea an Opportunity? 4 - Market Sizing and
Quantification. Business Plan Introduction. 5 - The Opportunity. The recognition and its shaping and reshaping. Jim
Poss Case. 6 - Value Proposition. Value Curve. 7 - Understand the Business Model & Strategy. 8 - Marketing for
Entrepreneurs. 9 - The Founding Team. Intellectual Property. Legal Aspects. 10 - Review of the Business Plan
Financial component.
6.2.1.6. Demonstrao da coerncia dos contedos programticos com os objectivos da unidade curricular.
A compreenso do processo de empreendedorismo fundamental, motivo pelo qual arrancamos com um estudo
de caso que discutido em profundidade. o nosso desejo que os estudantes entendam o processo e se sintam
no papel do empreendedor (A,B). O passo seguinte perceber que a ideia apenas o princpio e que temos um
processo a percorrer que tem como objetivo a realizao de uma primeira anlise de viabilidade da oportunidade
de mercado, qual se seguir a anlise de viabilidade de um projeto empresarial. Surgem assim os tpicos de
marketing, constituio da equipa fundadora, propriedade intelectual, aspetos legais e componente financeira
(L,M,O,C,F,N,E).
A metodologia participativa e com apresentaes regulares promove o desenvolvimento de competncias
interpessoais e de comunicao. (D)
6.2.1.6. Demonstration of the syllabus coherence with the curricular unit's objectives.
Understanding the process of entrepreneurship is critical, and this is why we start with a case study that is
discussed in depth. We want students to understand the process and to take on the role of the entrepreneur (A, B).
The next step is to realize that the idea is only the beginning and that we have to go through a process that aims at
an initial feasibility analysis of the market opportunity, to be followed by the analysis of the feasibility of a business
project. Consequently, marketing topics, founding team setup, intellectual property, legal and financial components
(L, M, O, C, F, N, E).
The participatory methodology and the regular presentations promote the development of interpersonal and
communication skills (D).
Condies de Frequncia: Normas gerais de avaliao, artigo 4. Avaliao distribuda com uma classificao
mnima de 40%.
Frmula de avaliao: 1. Participao nas apresentaes quinzenais; 10% 2. Apresentao e defesa da ideia de
negcio: 10% 3. Apresentao e defesa do dimensionamento do mercado: 20% 4. Plano de Negcios Final [50%] +
Apresentao e Discusso do Plano de Negcios [50%] (10min): 40% 5. Prova escrita individual: 20% Obs.: 30%
das componentes de avaliao 2, 3 and 4 ser objeto de ponderao recorrendo o "Peer-Assessment" excluindo a
melhor e a pior classificao atribuda.
Conditions for attendance: General rules of assessment, Article 4th. Distributed evaluation with a minimum grade
of 40%.
Evaluation formula: 1. Participation in fortnightly presentations: 10%; 2. Presentation and defence of business idea:
10%; 3. Presentation and defence of market sizing: 20%; 4. Final Business Plan [50%] + Business Plan Presentation
and Discussion [50%] (10min): 40%; 5. Individual written exam: 20%; Obs.: 30% of the evaluation components 2, 3
and 4 will be weighted using "Peer-Assessment" excluding the best and worst grade.
6.2.1.8. Demonstrao da coerncia das metodologias de ensino com os objectivos de aprendizagem da unidade
curricular.
A metodologia de ensino combina exposio dos temas tericos com a sua discusso em aula e posterior
aplicao dos conceitos no projeto de negcio. Neste contexto revela-se particularmente importante a realizao
do trabalho de campo de contacto com o mercado tendo em vista a realizao dos ajustes sucessivos ao conceito
de produto ou servio, at validao final da oportunidade. A realizao de apresentaes quinzenais com o
comentrio e orientao ao trabalho desenvolvido permite a monitorizao e consolidao do processo de
aprendizagem. Neste contexto, dado particular incentivo a que todos os estudantes comentem e discutem os
trabalhos apresentados por cada uma das equipas.
6.2.1.8. Demonstration of the coherence between the teaching methodologies and the learning outcomes.
The teaching methodology combines the exposition of the theoretical topics with their discussion in class and
subsequent application of the concepts in the business project. In this context it is particularly important to
conduct fieldwork and contact with the market in order to conduct successive adjustments to the product or
service concept, until the final validation of the opportunity. The fact that the presentations occur every fortnight
and are followed by a comment and guidance of the work developed, allows for the monitoring and reinforcement
of the learning process.
In this context, particular encouragement is given to all students to comment and discuss the work presented by
each team.
6.2.1.2. Docente responsvel e respectivas horas de contacto na unidade curricular (preencher o nome completo):
Maria Arminda Costa Alves (14 h TP 1 turma/class; 14 h PL 1 turma/class)
Os estudantes devero ser capazes de: Compreender o significado dos conceitos de qualidade, sistema de
gesto da qualidade, controlo da qualidade, gesto da qualidade total e certificao. Conhecer a evoluo
histrica das diferentes abordagens da qualidade. Compreender a filosofia de gesto da qualidade total;
Descrever os principais requisitos definidos nos referenciais normativos da famlia ISO 9000. Conhecer os
sistemas de certificao de qualidade, ambiente e segurana e sade no trabalho. Implementar um Sistema de
Gesto da Qualidade em conformidade com os referenciais normativos.
Students in this course unit should be able to: Understand the concepts of quality, quality management system,
quality control, total quality management and certification. Know the historical evolution of different approaches
to quality. Understand the philosophy of total quality management. Describe the main requirements defined in
the normative references of the ISO 9000 standards Know different systems of quality certification, environment
and health and safety at work. Implement a Quality Management System according to normative references.
6.2.1.5. Syllabus:
1. Concepts and fundamentals of Quality Management. Definition of quality of products, processes, services and
institutions; quality costs; quality control and assurance; global quality. 2. History of quality management systems.
3. Total Quality management. Objectives and main components of the Quality Management System. 4. Quality
management using a process analysis approach. 5. Quality tools. 6. Normative references for Quality Management.
Presentation and analysis of the ISO9000 standards. 7. Integrated quality management. Brief reference to the ISO
14001, OSHA 18001 and NP4397 standards. Benefits of the integration of the three systems. 8. Reference to the
European Foundation for Quality Management excellence model.
6.2.1.6. Demonstrao da coerncia dos contedos programticos com os objectivos da unidade curricular.
Esta unidade curricular (UC) apresenta os conceitos fundamentais de sistemas de gesto de qualidade.
Beneficiando do conhecimento e competncias adquiridas no primeiro e segundo ciclo de estudos, fornece-se um
tratamento abrangente e coerente de conceitos, ferramentas comuns para a implementao, a garantia e a melhoria
da qualidade num processo, num produto ou num sistema. A unidade curricular discute um conjunto alargado de
problemas de aprendizagem e introduz ferramentas apropriadas para os resolver. Promove-se tambm a viso
crtica das vantagens e limitaes das diferentes metodologias de gesto da qualidade, bem como a sua adaptao
a casos de estudo.
6.2.1.6. Demonstration of the syllabus coherence with the curricular unit's objectives.
This curricular unit provides the foundational elements of quality management systems. Benefiting from the
knowledge and skills acquired in the first and second study cycles, it provides a comprehensive and coherent set
of concepts, common tools for implementation, quality assurance and improvement in a process, product or
system. The curricular unit discusses a large set of learning problems and introduces the tools to address them.
The course unit promotes a critical understanding of the advantages and limitations of the different techniques, as
well as their adaptation to case studies.
Para obter aprovao unidade curricular, a nota final deve ser igual ou superior a 10 valores.
where:
TD is the classification given to the development of a theme (in group).
PR is the classification given to the final report of the individual project
MT is the average grade of the 3 mini-tests based on the theoretical subject and topics presented by the different
groups (minimum mark 7/20 for each).
To complete this course unit, of the final grade must be equal to or higher than 10 (out of 20).
6.2.1.8. Demonstrao da coerncia das metodologias de ensino com os objectivos de aprendizagem da unidade
curricular.
No seu processo formativo o estudante participar em aulas expositivas, apresentar oralmente um tema e
desenvolver um projeto individual de natureza multidisciplinar, convenientemente acompanhados pelo docente;
participar ainda em palestras proferidas por individualidades reconhecidas por elevados padres cientficos e/ou
profissionais.
O processo de ensino-aprendizagem estar centrado no trabalho (autnomo e tutorado) do estudante, em
particular no desenvolvimento de projeto individual, e ser efetuada uma monitorizao constante da evoluo e da
aquisio de conhecimentos e competncias pelo mesmo. Dever resultar daqui uma aprendizagem mais proativa
e dinmica, com recurso a metodologias mais diversificadas, que globalmente apoiem o estudante na assuno da
sua responsabilidade pessoal no processo de aprendizagem, tornando-o gradualmente mais autnomo e
independente.
Concretamente, na unidade curricular de Sistemas de gesto de Qualidade ser adotada uma metodologia de
ensino que privilegia a aquisio das competncias, especializadas e especficas, que capacitem para o exerccio
profissional competente, para a interveno social e para a investigao.
6.2.1.8. Demonstration of the coherence between the teaching methodologies and the learning outcomes.
In his/her formative process, the student will participate in theoretical lectures, will make an oral presentation about
a subject and will develop a multidisciplinary individual project, conveniently monitored by the teacher; will
participate in lectures presented by renowned experts that hold high scientific and/or professional standards. The
teaching/learning process will be focused on the students (autonomous and supervised) work, together with a
regular monitoring of the development and acquisition of knowledge and skills by the said student.
The aim is to obtain a more proactive and dynamic learning, resorting to several methodologies that can lead the
student to accept his/her personal responsibility in the learning process, making him/her gradually more
autonomous and independent.
More to the point, the Quality management systems course unit adopts a teaching methodology that privileges the
acquisition of specialised and specific competencies that qualify the student for the competent exercise of his/ her
profession, and for social intervention and research.
6.2.1.2. Docente responsvel e respectivas horas de contacto na unidade curricular (preencher o nome completo):
Fernando Gomes Martins (140 h OT 10 turmas/classes)
engenharia: conhecimento de tcnicas para projeto de indstrias de processo qumico. 2. Aquisio de aptides
pessoais e profissionais:2.5 Aptides profissionais e atitudes: projeto industrial, anlise econmica de projetos.
3.1 Trabalho em grupo: formao a nvel de desenvolvimento de trabalhos em equipa. 3.2 Comunicaes:
capacidade de interao entre elementos do grupo e capacidade de apresentao e discusso de projetos. 3.3
Comunicaes em lnguas estrangeiras: ingls. 4.1Contexto externo e social: noes de risco e de impacte
ambiental. 4.3 Conceo e engenharia de sistemas: heursticas na sntese de projetos.
Os estudantes aprendem a desenvolver um projeto preliminar de uma instalao industrial. Adquirem
competncias a nvel de clculo de projeto base de instalaes e trabalho em equipa. Desenvolvem tambm
capacidades a nvel da comunicao.
6.2.1.5. Syllabus:
The main objective of this course unit is the development of a project by the students applying the knowledge
acquired in various subjects of the MIEQ, with particular importance to the knowledge acquired in the curricular
unit Introduction to Engineering Project (IPE). The project will consider the design and analysis of several pieces
of equipment of an industrial installation, the economic analysis, consideration regarding the layout, environmental
impact and preliminary analysis of risk/safety. The project will be conducted in groups formed by 4 and 3 and 5
(particular cases) students.
6.2.1.6. Demonstrao da coerncia dos contedos programticos com os objectivos da unidade curricular.
Tal como referido anteriormente, nesta unidade curricular pretende-se que os estudantes apliquem os contedos
apreendidos em vrias unidades curriculares do MIEQ, no desenvolvimento de um projeto preliminar de uma
instalao industrial do setor qumico.
Os estudantes aplicam os conhecimentos adquiridos na unidade curricular de Introduo ao Projeto de Engenharia
a um caso concreto. Todas as semanas existem reunies com um supervisor de projeto para ponto situao e
planeamento de tarefas futuras, no sentido a que objetivos da unidade curricular sejam atingidos no final do
semestre.
6.2.1.6. Demonstration of the syllabus coherence with the curricular unit's objectives.
As mentioned previously, it is the goal of this curricular unit to the knowledge acquired in several curricular units of
the MIEQ, to the development of a preliminary design of an industrial installation of the chemical sector.
In particular, students apply the knowledge acquired in the UC Introduction to Engineering Design to a specific
case. Every week there are meetings with a project supervisor to determine the project stage ant for planning future
tasks, in the sense that the curricular unit objectives are attained at the end of the semester.
6.2.1.8. Demonstrao da coerncia das metodologias de ensino com os objectivos de aprendizagem da unidade
curricular.
A metodologia de ensino adequada uma vez que se incentiva o desenvolvimento de trabalho em equipa e as
responsabilizao dos estudantes pelos resultados obtidos.
A superviso dos trabalhos por um docente, atravs das reunies semanais, permite que os objetivos da
aprendizagem sejam cumpridos.
6.2.1.8. Demonstration of the coherence between the teaching methodologies and the learning outcomes.
The teaching methodology is appropriate because it encourages the development of teamwork and the acceptance
of responsibility for the results obtained.
The supervision of work by a teacher through the weekly meetings, allows for the fulfilment of the learning
objectives.
6.2.1.2. Docente responsvel e respectivas horas de contacto na unidade curricular (preencher o nome completo):
Manuel lvaro Neto Coelho (43,96 h TP 0,79 turma/class)
Saber avaliar a eficincia energtica nos processos de produo de energia apresentados. Avaliar custos de
investimento versus eficincia energtica.
Know how to assess the energetic efficiency of the energy generation processes presented. Assess investment
costs versus energetic efficiency.
cogerao e avaliao da sua eficincia energtica. Mdulo II - Breve descrio das caractersticas tcnicas dos
processos de cogerao e sua implementao em sistemas de energias renovveis Mdulo III - Energia Elica:
aplicaes e impactos da tecnologia; perspetiva histrica e estado de desenvolvimento atual (o caso portugus);
aerogeradores. Energia hdrica: generalidades e perspetiva histrica; energia disponvel num curso de gua;
classificao dos aproveitamentos e principais componentes; caudais e sua classificao. Pequenos
aproveitamento hidroeltricos: critrios de projeto; altura de queda, caudal a equipar e potncia; tipos de turbinas
hidrulicas.
6.2.1.5. Syllabus:
Module I - Overview of BETs applied to chemical engineering processes, the concept of energy efficiency and
calculation for a production facility, the process of generating electric and thermal energy - cogeneration systems
and assessing their energy efficiency.
Module II - Brief description of the technical characteristics of cogeneration processes and implementation of
renewable energy systems Module III - Wind Energy: applications and impacts of technology; historical perspective
and current state of development (the Portuguese case) wind turbines. Hydropower: general and historical
perspective; energy available in a watercourse; classification of seizures and major components, and flow
classification. Small hydroelectric: design criteria, drop height, the flow equip and power, types of turbines.
6.2.1.6. Demonstrao da coerncia dos contedos programticos com os objectivos da unidade curricular.
Os contedos programticos foram elaborados para irem de encontro aos objetivos da unidade curricular. Ou seja,
comeando-se com uma anlise e descrio dos problemas em energias renovveis em geral. Em seguida so
apresentadas as tecnologias disponveis e seu grau de desenvolvimento. Concluiu-se, por ltimo, com uma anlise
dos impactos das energias renovveis em vrios pases da Europa a sua evoluo a nvel mundial.
6.2.1.6. Demonstration of the syllabus coherence with the curricular unit's objectives.
The syllabus was prepared to meet the objectives of the curricular unit. In other words, it starts by analysing and
depicting problems related to renewable energy in general. Then available technologies and their level of
development are presented. At last, it ends with an analysis of the impacts of renewable energies in European
countries and their development worldwide.
Condies de Frequncia:
De acordo com o indicado no REGULAMENTO ESPECFICO DE AVALIAO DE DISCENTES DA FEUP
Frmula de avaliao: Resoluo de problemas individuais (20%); Realizao de um projeto, entrega de relatrio
respetivo e apresentao oral do trabalho (80%).
Evaluation formula: Individual problem solving (20%); Project, submission of the corresponding report and oral
presentation of the assignment (80%).
6.2.1.8. Demonstrao da coerncia das metodologias de ensino com os objectivos de aprendizagem da unidade
curricular.
As metodologias de ensino acima descritas foram elaboradas para irem de encontro aos objetivos da unidade
curricular. Assim, as aulas de exposio visam uma melhor compreenso dos fenmenos em causa, ao nvel dos
conceitos fundamentais que sustentam as tecnologias apresentadas. Esta metodologia ao longo do semestre
complementada por problemas mais abertos, realizados em grupo e com discusses orais e escritas dos mesmos,
com vista ao desenvolvimento de competncias de trabalhos em grupo, de carter multidisciplinar e integrador.
6.2.1.8. Demonstration of the coherence between the teaching methodologies and the learning outcomes.
The teaching methodologies described above were prepared to meet the objectives of the course unit. Thus,
presentation classes seek a better understanding of the phenomena in question, both in terms of the fundamental
concepts that underlie the technologies presented. Throughout the semester, this methodology is complemented
by more open problems, solved in group and with oral discussions and their written version, with a view to develop
multidisciplinary and integrative skills in terms of group work.
6.2.1.2. Docente responsvel e respectivas horas de contacto na unidade curricular (preencher o nome completo):
Jos Carlos Brito Lopes (56h TP 1 turma / class)
6.2.1.5. Syllabus:
1. Introduction product design;
2. Consumers needs;
3. Ideas;
4. Selections;
5. Product production;
6. Commodities;
7. Devices;
8. Molecular Product;
9. Microstructures;
10. Economic aspects.
6.2.1.6. Demonstrao da coerncia dos contedos programticos com os objectivos da unidade curricular.
Estudo detalhado para cada uma das quatro etapas de desenvolvimento de produto, Necessidades, Ideias, Seleo
e Fabrico, de diferentes estratgias e metodologias possveis, e j testadas pelas diferentes indstrias qumicas.
Anlise pormenorizada das quatro grandes reas de diferentes tipos de produtos qumicos: Commodities,
Moleculares, Microestruturados e Dispositivos.
6.2.1.6. Demonstration of the syllabus coherence with the curricular unit's objectives.
Detailed study, for each of the four stages of product development, Needs, Ideas, Selection and Manufacturing, of
different possible strategies and methodologies, and already tested by the different chemical industries. Detailed
analysis of the four major areas of different types of chemical products: "Commodities", Molecular, Microstructures
and Devices.
Frmula de avaliao: Apresentaes semanais 25% (AS) Apresentao final do projeto 25% (AFP) Exame final
50% (EF) Quem tem frequncia unidade curricular mantm o resultado da avaliao distribuda do ano anterior
(20% AS e 30% AFP), tendo apenas que ir a exame (EF 50%).
Evaluation formula: Weekly presentations: 25% (AS); Final presentation of the project: 25% (AFP); Final Exam: 50%
(EF);
Students with previous attendance frequency to the curricular unit maintain the result of the distributed evaluation
of the previous year (20% AS and 30% AFP), and only have to take the final exam (EF 50%).
6.2.1.8. Demonstrao da coerncia das metodologias de ensino com os objectivos de aprendizagem da unidade
curricular.
Apresentao, anlise e discusso de metodologias de desenvolvimentos de produto em aulas tericas. Prtica de
desenvolvimento atravs de realizao de um projecto em grupo, com vrias sesses para apresentao do
progresso, e com apresentao final e relatrio final do projeto desenvolvido.
6.2.1.8. Demonstration of the coherence between the teaching methodologies and the learning outcomes.
Lecture include the presentation, analysis and discussion of methodologies for product development. Development
practise by conducting a group project, with several sessions for the presentation of progress, final presentation
and final report on the developed project .
6.2.1.2. Docente responsvel e respectivas horas de contacto na unidade curricular (preencher o nome completo):
Ferno Domingos de Montenegro Baptista Malheiro de Magalhes (28 h PL 0,5 turma/class)
6.2.1.5. Syllabus:
1. Introduction to the functioning principles of sensors:
Physical quantities sensors
Chemical and Biochemical sensors
2. Automatic control process:
On/Off control
Feedback control
Digital implementation of PID algorithms
Dynamic behaviour of a closed loop system
Analysis of stability, tuning controllers
3. Logic Systems:
Boolean algebra and binary arithmetic
Simplification of logical expressions
Analysis and synthesis of logic circuits
4. Microcontrollers:
Introduction to microcontrollers and programming
Arithmetic and Logic Unit, Registers and Memory
Addressing, Interrupts, Timers and Counters
Serial communication with peripherals
5. Introduction to pneumatics
Production and distribution of compressed air
Pneumatic valves
Pneumatic actuators
Analysis of operation diagrams
Examples of pneumatic circuits
6. Software supervisory control and data acquisition (SCADA)
6.2.1.6. Demonstrao da coerncia dos contedos programticos com os objectivos da unidade curricular.
Esta unidade curricular (UC) apresenta aspetos fundamentais e aplicados de monitorizao e controlo de
processos. Beneficiando do conhecimento e competncias adquiridas anteriormente no ciclo de estudos,
fornece-se um tratamento abrangente e coerente de conceitos e ferramentas para seleo de instrumentao e
desenvolvimento de aplicaes informticas para monitorizao e controlo.
6.2.1.6. Demonstration of the syllabus coherence with the curricular unit's objectives.
This curricular unit presents fundamental and applied aspects of automation and control, benefiting from
knowledge and skills acquired previously along the study cycle.
It is provided a comprehensive and coherent set of concepts and tools for selection of instrumentation and
development of process monitoring and control applications.
The theoretical classes will be complemented by execution of lab work involving sensors, controllers, pneumatic
components and data acquisition software.
The evaluation will be distributed, without final exam, and consists of:
1 - Individual assessment (60%) based on three mini-tests (MT) throughout the semester;
2 - Laboratory evaluation of group work (40%);
The students will be assessed by the performance in laboratory work (TL, 40%), complemented by three individual
quizzes (MT1, MT2, MT3, 60%).
The final classification (FC) will be calculated as follows:
FC = 0.40*TL + 0.60 * (MT1 + MT2 + MT3) / 3
Students can undergo a re-evaluation as follows:
* TL through laboratory exam;
* MT, through an e
6.2.1.8. Demonstrao da coerncia das metodologias de ensino com os objectivos de aprendizagem da unidade
curricular.
As metodologias propostas apostam fortemente no trabalho autnomo e tutorado do estudante, atravs da
realizao de projetos em grupo e da participao ativa em aulas prticas precedidas de sesses expositivas de
conceitos relevantes.
Pretende-se uma elevada interao entre o docente e o estudante, de forma a estimular a aprendizagem e a permitir
a monitorizao constante da evoluo desse processo. ainda privilegiada a utilizao de ferramentas
computacionais que facilitam e estimulam o processo de ensino/aprendizagem, bem como o contacto direto com
componentes de automao.
Pretende-se desta forma que os estudantes desenvolvam capacidades profissionais baseadas numa simbiose
entre conhecimentos tericos e experincia prtica laboratorial.
6.2.1.8. Demonstration of the coherence between the teaching methodologies and the learning outcomes.
The proposed methodologies are strongly based on autonomous and tutored work performed by the student,
through execution of group projects and active participation in practical classes preceded by expositive sessions
where relevant concepts are presented.
A high level of interaction between professor and student is intended, in order to stimulate learning and allow
constant monitoring of the evolution of this process. It is also intended the use of computational tools that facilitate
and stimulate the teaching/learning process, as well as the direct contact with automation components.
In this way, students are expected to develop professional competences based on a symbiosis between theoretical
knowledge and practical lab experience.
6.2.1.2. Docente responsvel e respectivas horas de contacto na unidade curricular (preencher o nome completo):
Ferno Domingos de Montenegro Baptista Malheiro de Magalhes (28 h TP 0,5 turma/class)
Aps a aprovao na Unidade Curricular, os estudantes devero ser capazes de interpretar resultados de
caraterizao reolgica e de ensaios mecnicos de materiais polimricos, relacionando-os com as caratersticas
fsico-qumicas dos mesmos e antevendo as suas implicaes em termos de avaliao da qualidade do material.
After completing the Curricular Unit, students should be able to interpret results of rheological characterisation and
mechanical testing of polymeric materials, associating them with physico-chemical characteristics and anticipating
their implications in terms of the quality assessment of the materials.
6.2.1.5. Syllabus:
1. Industrial rheology of molten and in solution/dispersion polymers
Rheological phenomena
Viscosity
Rheometry
Stresses and strain rates
Elastic liquids
Normal stresses
Rheologic tests - laboratorial practises
Viscoelasticity
Critical properties and pre-fracturing behaviour
Tests used in industry
6.2.1.6. Demonstrao da coerncia dos contedos programticos com os objectivos da unidade curricular.
Esta unidade curricular (UC) apresenta aspetos fundamentais e aplicados de reologia e propriedades fsicas de
materiais polimricos, bem como de processos de transformao. Com incidncia em aplicaes industriais,
fornece-se um tratamento abrangente e coerente de conceitos e metodologias experimentais.
6.2.1.6. Demonstration of the syllabus coherence with the curricular unit's objectives.
This curricular unit presents fundamental and applied aspects of polymer rheology and physical properties, as well
as transformation processes. With particular emphasis on industrial applications, the course unit offers a
comprehensive and coherent set of concepts and experimental methodologies.
Frmula de avaliao: Mdia pesada de dois testes (25 % cada) e vrios trabalhos (50 % no total).
Evaluation formula: Weighed average of 2 tests (25 % each) and several assignments (50 % total).
6.2.1.8. Demonstrao da coerncia das metodologias de ensino com os objectivos de aprendizagem da unidade
curricular.
As metodologias propostas apostam fortemente no trabalho autnomo e tutorado do estudante, atravs da
realizao de trabalhos fora das aulas e da participao ativa em aulas prticas laboratoriais precedidas de
sesses expositivas de conceitos relevantes.
Pretende-se uma elevada interao entre o docente e o estudante, de forma a estimular a aprendizagem e a permitir
a monitorizao constante da evoluo desse processo. ainda privilegiado o contacto direto com equipamentos
laboratoriais.
Pretende-se desta forma que os estudantes desenvolvam capacidades profissionais baseadas numa simbiose
entre conhecimentos tericos e experincia prtica.
6.2.1.8. Demonstration of the coherence between the teaching methodologies and the learning outcomes.
The proposed methodologies are strongly based on autonomous and monitored work performed by the student,
through the production of off-class assignments and the active participation in practical laboratorial sessions
preceded by expository sessions of relevant concepts.
A high level of interaction between the teacher and the student is intended, in order to stimulate learning and allow
for the constant monitoring of the development of this process. The direct contact with lab equipment is also
privileged.
Thus, students are expected to develop professional competences based on a symbiosis between theoretical
knowledge and practical experience.
6.2.1.2. Docente responsvel e respectivas horas de contacto na unidade curricular (preencher o nome completo):
Jos Antnio Soeiro Ferreira (28 h T 1 turma/class; 28 h TP 1turma/class)
6.2.1.5. Syllabus:
1. Decision Methods-integration in Operational Research 2. Operational Research - introduction 3. Methodology of
operational research 4. Decision and Optimisation models 5. Decision analysis 6. Linear programming 7. Simplex
method 8. Integer programming - a brief introduction 9. Transport, and Transshipment problems and Assignment
problems 10. Graphs and networks - introduction 11. Maximum flow and shortest path problems 12. Queuing
systems 13. 14. Multi-criteria decision problems.
6.2.1.6. Demonstrao da coerncia dos contedos programticos com os objectivos da unidade curricular.
O conhecimento, a compreenso e aplicao de Mtodos de Deciso realizam-se na extensa diversidade dos
contedos programticos apresentados (naturalmente associados aos mtodos e tcnicas da IO).
A ateno especial dada formulao/modelao de problemas nas vrias rubricas do programa, e tambm
resoluo computacional, contribuem para o objetivo do desenvolvimento de capacidades para analisar, estruturar
e caracterizar situaes de deciso e otimizao.
6.2.1.6. Demonstration of the syllabus coherence with the curricular unit's objectives.
The knowledge, understanding and application of Decision Methods are achieved in the extensive diversity of the
syllabus (naturally associated with some OR methods and techniques).
The special attention given to problem formulation/modelling in various sections of the programme, and also the
computational resolution, contribute to the development of skills to analyse, structure and characterise
decision/optimisation situations.
Condies de Frequncia: Normas gerais de avaliao, artigo 4. Avaliao distribuda com uma classificao
mnima de 40%.
Frmula de avaliao: Avaliao distribuda: 6,0 valores; Exame final: 14,0 valores
Conditions for attendance: General Evaluation Regulations,Article 4th. Distributed evaluation with a minimum
classification of 40%.
6.2.1.8. Demonstrao da coerncia das metodologias de ensino com os objectivos de aprendizagem da unidade
curricular.
As aulas tericas privilegiam um ensino/aprendizagem baseado na apresentao de exemplos de aplicao e de
alguns casos, muito variados, e de bvio interesse. Procura-se que a apresentao da teoria e dos mtodos de
resoluo e algoritmos se desenvolva, naturalmente, a partir de exemplos, apelando tambm experincia e
intuio dos estudantes. As aulas terico-prticas permitem a resoluo de muitos problemas, o esclarecimento de
dvidas, a utilizao de software e a resoluo computacional de problemas de maior dimenso.
6.2.1.8. Demonstration of the coherence between the teaching methodologies and the learning outcomes.
The theoretical lectures privilege a teaching / learning process based on the presentation of application examples
and some varied cases of obvious interest. The presentation of the theory and solution methods and algorithms
should develop naturally, starting from examples and appealing to the students' experience and intuition. The
theoretical-practical lessons allow for the resolution of many problems, clarification of doubts, use of software and
the computational resolution of larger problems.
Antunes, C. Henggeler (et al), Casos de aplicao da investigao operacional. ISBN: 972-773-075-2
6.2.1.2. Docente responsvel e respectivas horas de contacto na unidade curricular (preencher o nome completo):
Jos Lus Cabral da Conceio Figueiredo (28 h TP 1 turma/class)
6.2.1.5. Syllabus:
1.Introduction : Nanotechnology. Nanomaterials 2. Nanostructured Materials: Nanoporous Materials Nanoparticles
and nanocomposites Dendrimers and hybrid (organic-inorganic) Ultra-thin films and coatings Carbon nanotubes
and nanofibres 3.Nanofabrication methods Physical and chemical deposition processes Sol-gel process Langmuir-
Blodgett films Adsorption and self-assembly Nanolithography and etching. 4. Characterisation methods Electron
microscopy (SEM, TEM) Scanning probe microscopy (AFM, STM) 5. Applications
6.2.1.6. Demonstrao da coerncia dos contedos programticos com os objectivos da unidade curricular.
Esta uma unidade curricular opcional, em que os estudantes so confrontados pela primeira vez com a
nanotecnologia. Logo, so apresentados os fundamentos da disciplina, focando a preparao, caracterizao e
aplicaes dos nanomateriais, em completa sintonia com os objectivos da UC, e em conformidade com a
bibliografia utilizada
6.2.1.6. Demonstration of the syllabus coherence with the curricular unit's objectives.
This is an elective curricular unit, where the students are introduced to nanotechnology. Therefore, the fundaments
of the discipline are presented, focused on the preparation, characterisation and applications of nanomaterials, in
full accordance with the proposed syllabus and the bibliography used.
Condies de Frequncia: Presena em todas as palestras, visitas de estudo e apresentaes, salvo situaes
excecionais devidamente justificadas.
Frmula de avaliao: Classificao final: CF = 0,50 MG + 0,50 ID em que MG= classificao da monografia
(realizada em grupo) ID= informao do docente de acordo com o desempenho do estudante, nomeadamente na
apresentao oral do trabalho, e a sua participao nas atividades da unidade curricular.
Conditions for attendance: Attendance to all seminars, school outings and presentations, except under properly
justified exceptional circumstances.
Evaluation formula: Final grade: CF = 0.50 MG + 0.50 ID where MG= classification of the monograph (group work)
ID= teachers information regarding the students performance, namely the oral presentation of the assignment,
and his/her participation in the activities of the curricular unit.
6.2.1.8. Demonstrao da coerncia das metodologias de ensino com os objectivos de aprendizagem da unidade
curricular.
As metodologias de ensino vm sendo usadas com bons resultados desde a criao desta unidade curricular,
permitindo que os estudantes adquiram conhecimentos bsicos sobre nanotecnologia e nanomateriais, de acordo
com os objectivos propostos.
6.2.1.8. Demonstration of the coherence between the teaching methodologies and the learning outcomes.
The teaching methodologies have been used with successful results since the creation of this curricular unit,
enabling the students to acquire basic knowledge on nanotechnology and nanomaterials, in agreement with the
proposed objectives.
6.2.1.2. Docente responsvel e respectivas horas de contacto na unidade curricular (preencher o nome completo):
Cidlia Maria de Sousa Botelho (42 h TP 1 turma/class; 14 h PL 1 turma/class)
6.2.1.5. Syllabus:
Methodologies for the physical and chemical characterisation of water and effluents. Water quality standards and
emission limit values for wastewater emission; Preliminary treatment of wastewater; Other treatment technologies:
Mix, coagulation and flocculation;
Clarification / decantation / sedimentation and fluctuation;
Biological treatment: activated sludge, beds trickling;
Laboratory lessons: Coagulation / flocculation tests; fluctuation, sedimentation and biodegradation.
6.2.1.6. Demonstrao da coerncia dos contedos programticos com os objectivos da unidade curricular.
Esta unidade curricular (UC) apresenta aspetos fundamentais e aplicados de caracterizao de efluentes e da
engenharia de tratamento. Beneficiando do conhecimento e competncias adquiridas anteriormente no ciclo de
estudos, fornece-se um tratamento abrangente e coerente de conceitos, ferramentas para a caracterizao, anlise
e processamento de efluentes. Esta UC aborda conceitos fundamentais para o projeto e operao de sistemas de
tratamento de efluentes lquidos, que so aplicados avaliao e clculo de alguns desses sistemas. Promove-se
tambm a viso crtica das vantagens e limitaes das diferentes tecnologias, bem como a sua adaptao a
diferentes casos de estudo.
6.2.1.6. Demonstration of the syllabus coherence with the curricular unit's objectives.
This curricular unit presents the fundamental and applied aspects of the characterisation of effluents and treatment
engineering. Benefiting from knowledge and skills previously acquired in the study cycle, it provides a
comprehensive and coherent set of concepts for the characterisation, analysis and processing of effluents. This
course unit addresses key concepts for the design and operation of systems for the treatment of liquid effluents,
which are used in the assessment and calculation of some of these systems. The unit also promotes the critical
understanding of the advantages and limitations of the different technologies, as well as their adaptation to
different case studies.
Condies de Frequncia: Frequncia das aulas de acordo com o Regulamento de Avaliao da FEUP.
In which,
DE- Distributed evaluation (calculation problem) + practical class report;
FE- Final exam: 60 %
The final exam will be taken in two different moments: evaluation of the 1st module will be conducted 1 November at
11:30, and the 2nd module is set for the regular exam season. Each module will represent 50% of the final exam.
Attention: Approval to the curricular unit will only be possible if the component FE is higher than or equal to 8 out
of 20.
6.2.1.8. Demonstrao da coerncia das metodologias de ensino com os objectivos de aprendizagem da unidade
curricular.
No seu processo formativo, o estudante participa em aulas expositivas, realizar trabalhos tericos e prticos,
acompanhado pelo docente. Visitas de estudo e palestras por especialistas convidados so regularmente
promovidas.
O processo de ensino-aprendizagem est centrado no trabalho (autnomo e tutorado) do estudante, em particular
nos projetos/monografias realizadas durante o semestre, sendo ainda efetuada uma monitorizao regular informal
da evoluo e da aquisio de conhecimentos e competncias pelo mesmo. O objetivo alcanar uma
aprendizagem mais proativa e dinmica, que conduza o estudante assuno da sua responsabilidade pessoal no
processo de aprendizagem.
Concretamente, nesta Unidade Curricular adotada uma metodologia de ensino que privilegia a aquisio das
competncias, especializadas e especficas, que capacitem para o exerccio profissional competente, a interveno
social e para a investigao.
6.2.1.8. Demonstration of the coherence between the teaching methodologies and the learning outcomes.
In his/her formative process, the student participates in theoretical lessons, conducts theoretical and practical
assignments, whilst monitored by the teacher. Visits and lectures by guest speakers will also be promoted.
The teaching / learning process is focused on the students (autonomous and supervised) work, in particular
projects/monographs performed during the semester, together with an informal regular monitoring of the
development and acquisition of knowledge and skills by the said student. The aim is to obtain a more proactive and
dynamic learning that can lead the student to accept his/her personal responsibility in the learning process. More
to the point, this course unit adopts a teaching methodology that privileges the acquisition of specialised and
specific competencies that qualify the student for the competent exercise of his/her profession, and for social
intervention and research.
6.2.1.2. Docente responsvel e respectivas horas de contacto na unidade curricular (preencher o nome completo):
Manuel Jos Vieira Simes (42 h TP 1 turma/class; 28 h PL 1 turma/class)
of these processes.
6.2.1.5. Syllabus:
1. Presentation of concepts:
-Metabolic engineering; Omics; System Biology; Synthetic Biology
2. Strategic approaches in metabolic engineering:
-Biochemical systems theory
-Metabolic control analysis
-Metabolic flux analysis and metabolic network analysis
-Analytical methods in metabolic engineering
3. Databases in biotechnology
4. Animal cell technology: Bioreactors
5. Plant cell technology: Introduction to methods for plant cell culture.
6. Emerging applications of metabolic engineering.
7. Practical component - Bioinformatics:
-Introduction to bioinformatics
-Metabolic stoichiometric matrix creation and flux calculation
-Use of databases in biotechnology and computational tools for metabolic engineering
-Structural and functional bioinformatics
-Quantitative prediction of cellular metabolism with constraint-based models
-Tools for optimisation in metabolic engineering
6.2.1.6. Demonstrao da coerncia dos contedos programticos com os objectivos da unidade curricular.
Esta unidade curricular (UC) apresenta os elementos fundacionais da Engenharia Metablica e Celular.
Beneficiando do conhecimento e competncias adquiridas num primeiro e segundo ciclo de estudos; com a
multidisciplinaridade desta UC fornece-se um tratamento abrangente e coerente de conceitos e ferramentas
comuns para aplicaes envolvendo extrao, processamento, uso e anlise de informao em mltiplos cenrios.
A UC de Engenharia Metablica e Celular aborda conceitos fundamentais para a modelao matemtica do
metabolismo celular, para a extrao de informao bioinformtica e para o tratamento e a anlise crtica de
biossistemas.
Os objetivos pretendidos (quantificao dos fluxos metablicos e a utilizao de ferramentas informticas para
anlise e simulao de processos celulares e metablicos) esto compreendidos no programa, em particular nos
pontos 2, 3, 6 e 7.
6.2.1.6. Demonstration of the syllabus coherence with the curricular unit's objectives.
This curricular unit (CU) presents the foundational elements of Metabolic and Cellular Engineering. Benefits from
the knowledge and skills acquired in the first and second cycles; together with its multidisciplinary, this CU also
provides a comprehensive and coherent treatment of common tools and concepts for applications involving the
extraction, processing, use and analysis of information in multiple scenarios. The Metabolic and Cellular
Engineering CU addresses fundamental concepts for mathematical modelling of cellular metabolism, for the
accurate extraction of bioinformatic information and for the treatment and critical analysis of biosystems. The aims
(quantification of metabolic fluxes and the use of computing tools for the analysis and simulation of metabolic
processes) are included in the syllabus, particularly in the points 2, 3, 6 and 7.
6.2.1.8. Demonstrao da coerncia das metodologias de ensino com os objectivos de aprendizagem da unidade
curricular.
No seu processo formativo o estudante participar em aulas expositivas, realizar trabalhos tericos e prticos,
individuais e em grupos, de natureza multidisciplinar, convenientemente acompanhados pelo docente; participar
ainda em workshops e palestras proferidas por individualidades reconhecidas por elevados padres cientficos
e/ou profissionais.
O processo de ensino-aprendizagem estar centrado no trabalho (autnomo e tutorado) do estudante e ser
efetuada uma monitorizao constante da evoluo e da aquisio de conhecimentos e competncias pelo mesmo.
Dever resultar daqui uma aprendizagem mais proativa e dinmica, com recurso a metodologias mais
diversificadas, que globalmente apoiem o estudante na assuno da sua responsabilidade pessoal no processo de
aprendizagem, tornando-o gradualmente mais autnomo e independente.
Concretamente, na unidade curricular de Engenharia Metablica e Celular ser adotada uma metodologia de ensino
que privilegia a aquisio das competncias, especializadas e especficas, em ambos os contextos terico e
prtico, que capacitem para o exerccio profissional competente, para a interveno social e para a investigao.
6.2.1.8. Demonstration of the coherence between the teaching methodologies and the learning outcomes.
In his/her formative process, the student will participate in theoretical lessons, conduct multidisciplinary theoretical
and practical assignments, individually or in group, whilst properly monitored by the teacher; the student will also
participate in workshops and lectures held by renowned experts acknowledged due to their high scientific and/or
professional standards.
The teaching/learning process is focused on the students (autonomous and supervised) work, together with a
regular monitoring of the development and acquisition of knowledge and skills by the said student. The aim is to
obtain a more proactive and dynamic learning, by resorting to several technologies, that can overall lead the
student to accept his/her personal responsibility in the learning process, making him/her gradually more
autonomous and independent. More to the point, the Metabolic and Cellular Engineering course unit adopts a
teaching methodology that privileges the acquisition of specialised and specific competencies, both in a theoretical
as well as practical context, that qualify the student for the competent exercise of his/her profession, and for social
intervention and research.
6.2.1.2. Docente responsvel e respectivas horas de contacto na unidade curricular (preencher o nome completo):
Antnio Casimiro de Freitas Borges Barreto Archer (28h TP, 1 turma/class)
Knowledge of the national energy and environmental policy and sensivity to the policy aspects in general.
6.2.1.5. Syllabus:
Since the curricular unit is based on seminars, the program below is just tentative. The speakers were all contacted
with one exception. However many have put some limitations that must be discussed. Electric mobility and its
impact on the national electrical network. National energy policy for biomass National energy policy for solar
photovoltaic, concentrator solar power, wave and wind energy. Hydro and mini hydro Energy economics Energy
agency Energy law Geothermal energy Solarchemistry Iberian Electricity Market (MIBEL)
6.2.1.6. Demonstrao da coerncia dos contedos programticos com os objectivos da unidade curricular.
Os contedos programticos foram elaborados com vista abranger vrias reas de poltica ambiental e energtica,
permitindo deste modo alcanar os objetivos da unidade curricular dentro de uma perspetiva de alargamento dos
conhecimentos dos estudantes e de criao de uma viso geral neste domnio.
6.2.1.6. Demonstration of the syllabus coherence with the curricular unit's objectives.
The syllabus has been drawn up with a view to cover several areas of environmental and energy policy, allowing in
this way to achieve the objectives of the curricular unit within a perspective of broadening the knowledge of
students and of creating an overview in this field.
6.2.1.8. Demonstrao da coerncia das metodologias de ensino com os objectivos de aprendizagem da unidade
curricular.
A metodologia de ensino consiste na assistncia a seminrios e palestras dadas por oradores especializados e de
elevada reputao nas matrias a abordar, levando a que os estudantes possam aprender atravs de exemplos
concretos e adquiram conhecimentos da realidade numa perspetiva prtica, deste modo formando uma
conscincia tcnica precisa e uma cultura geral informada na rea da poltica energtica e ambiental.
6.2.1.8. Demonstration of the coherence between the teaching methodologies and the learning outcomes.
The teaching methodology consists in assistance to seminars and lectures given by specialist speakers with high
reputation in the subjects to be addressed, so that students can learn through concrete examples and acquire
knowledge of the reality in a practical perspective, thus forming a precise technical awareness and a general
culture informed in the area of energy and environmental policy.
6.2.1.2. Docente responsvel e respectivas horas de contacto na unidade curricular (preencher o nome completo):
Jos Manuel de Arajo Baptista Mendona (28h TP 1 turma/class )
No final da unidade curricular devem ser capazes de, de forma simples e introdutria, analisar ou desenvolver um
projeto de engenharia para alm da tecnologia, com uma viso mais abrangente, tendo em considerao mltiplos
aspetos de interao empresarial e social, em particular ao longo de perspetivas financeira, estratgica, de
inovao, e de operaes.
1 - Identify and assess the corporate and social interactions of engineering systems.
2 - Apply mathematical finance, financial analysis and capital budgeting.
3 - Characterise and create operation strategies.
4 - Apply the main corporate strategy overviews to analyse and create technology-based projects.
5 - Characterise and assess technology based opportunities, in particular through the corresponding product and
business concepts.
By the end of the course unit, students should be able to, in a simple and introductory way, analyse or develop, in
addition to technology, an engineering project, with a more comprehensive overview, taking into account multiple
enterprise and social interaction issues, particularly in terms of financial, strategy, innovation, and operation
perspectives.
2. A perspetiva financeira.
Matemtica financeira. Anlise financeira. Anlise de projetos de investimento.
4. A perspetiva estratgica.
Definies. A viso concorrencial. A viso baseada nos recursos.
5. A perspetiva da inovao.
Oportunidades. Perfil empreendedor. Importncia social e econmica. Categorias e avaliao de oportunidades.
Equipa. Comercializao de tecnologia. Ligaes Tecnologia-Produto-Mercado. Apropriao de retornos.
6.2.1.5. Syllabus:
1. Engineering systems.
Volume operations and complex systems. Product and business concepts and architectures. Corporate and social
interactions. Systemic perspective. Interdisciplinary approaches.
3. The operation perspective. Resource, process, and competency-based views. Objective trade-off. Operational
efficiency. Supply chain management. Beer Game. Systemic perspective: behaviour, structure, mental models, and
leverage points. The Bullwhip Effect.
4. A strategic perspective.
Definitions. The competitive-based view. Resource-based view.
5. An innovation perspective.
Opportunities.
Entrepreneur profile. Social and economic importance. Categories and assessment of opportunities. Team.
Technology commercialisation. Technology-Product-Market linkages. Appropriation of returns.
6.2.1.6. Demonstrao da coerncia dos contedos programticos com os objectivos da unidade curricular.
Para a unidade curricular so propostos cinco grupos de objetivos especficos, que tm um mapeamento biunvoco
com os cinco grupos de contedos programticos, o que evidencia de forma clara esta coerncia.
Existe ainda um objetivo geral de desenvolvimento de capacidade de analisar ou desenvolver um projeto de
engenharia para alm da tecnologia, com uma viso mais abrangente, tendo em considerao mltiplos aspetos de
interao empresarial e social, em particular ao longo de perspetivas financeira, estratgica, de inovao, e de
operaes. Estas quatro perspetivas individuais so os ltimos quatro pontos programticos. A perspetiva
integradora proporcionada pelo primeiro ponto programtico
6.2.1.6. Demonstration of the syllabus coherence with the curricular unit's objectives.
The curricular unit has five specific learning goals, which have a two-way mapping with five sets of topics of the
syllabus, thus making unequivocally clear this consistency.
There is an additional general objective, that of developing the ability to analyse or develop an engineering project,
besides technology, with a wider perspective, considering multiple enterprise and social interaction issues,
particularly along financial, strategy, innovation, and operation lines. These four perspectives are the last four
topics of the syllabus. The integrative perspective is provided by the first topic of the syllabus.
6.2.1.8. Demonstrao da coerncia das metodologias de ensino com os objectivos de aprendizagem da unidade
curricular.
O estudante participar em aulas expositivas, realizar trabalhos tericos e prticos, individuais e em grupo,
convenientemente acompanhados pelo docente. O processo de ensino-aprendizagem estar centrado no trabalho
(autnomo e tutorado) do estudante e ser efetuada uma monitorizao constante da evoluo e da aquisio de
conhecimentos e competncias pelo mesmo. Concretamente, nesta unidade curricular de economia e gesto ser
adotada uma metodologia de ensino que privilegia a aquisio das competncias, especializadas e especficas, que
capacitem para o exerccio profissional competente aquando da passagem do estudante para o mercado de
trabalho.
6.2.1.8. Demonstration of the coherence between the teaching methodologies and the learning outcomes.
The student will participate in theoretical lectures and conduct theoretical and practical assignments, individually
and in group, conveniently monitored by the teacher. The teaching-learning process will be centred will be centred
on the students (autonomous and supervised) work, and a constant monitoring of the development and acquisition
of knowledge and skills by the said student, will be carried out More to the point, this economics and management
curricular unit adopts a teaching methodology that privileges the acquisition of specialised and specific
competencies that qualify the student for the competent exercise of ones profession, when entering the labour
market.
Mapa IX - Dissertao/Dissertation
6.2.1.2. Docente responsvel e respectivas horas de contacto na unidade curricular (preencher o nome completo):
Lus Miguel Palma Madeira (14 h OT coordenao; 63 h OT 9 estudantes)
Integrao de conhecimentos e competncias para realizao de um trabalho sobre um tema especfico da rea de
conhecimento do ciclo de estudos, que culmina na apresentao e defesa pblica de uma Dissertao.
Integration of knowledge and skills to perform a project about a specific topic within the study cycles area of
knowledge, which culminates in the presentation and public defence of a dissertation.
6.2.1.5. Syllabus:
This course unit aims at offering students a diversity of options and experiences by creating three types of projects
that will end-up in the elaboration of a Dissertation: 1. Dissertation in a business environment (DAE); 2. Dissertation
in a foreign institution (DIE); 3. Dissertation in an academic environment (DAA).
Professors and companies propose annual projects to be developed individually offering the necessary means to
carry them out. In the case of the DIE, the topics have to be agreed with the mobility coordinators (or equivalent) at
the host institution. Students will have at least one academic supervisor (at FEUP or at the host university/company,
in the case of the DIE), and an external supervisor (at the company, in the case of the DIE).
6.2.1.6. Demonstrao da coerncia dos contedos programticos com os objectivos da unidade curricular.
Os contedos programticos foram elaborados para irem de encontro aos objetivos da unidade curricular. Em
particular, criaram-se vrias tipologias que proporcionam aos estudantes hipteses de realizar o seu projeto, com a
necessria integrao de conceitos e competncias, conduzindo apresentao e defesa da dissertao de cariz
mais focado na investigao cientfica (trabalho em centro de I&D) ou em desenvolvimento (trabalho em empresa).
6.2.1.6. Demonstration of the syllabus coherence with the curricular unit's objectives.
The syllabus was prepared to meet the objectives of the curricular unit. In particular, various typologies were
created which give students the possibility to carry out their projects, with the necessary integration of concepts
and skills, leading to the presentation and defense of the dissertation more focused on scientific research (work in
R&D centre) or on development activities (work in a company).
6.2.1.8. Demonstrao da coerncia das metodologias de ensino com os objectivos de aprendizagem da unidade
curricular.
As metodologias de ensino acima descritas foram elaborados para irem de encontro aos objetivos da unidade
curricular. Efetivamente, o trabalho de investigao e/ou desenvolvimento individual, devendo ser analisado e
avaliado essencialmente nessa perspectiva (capacidade de iniciativa, deciso e pensamento criativo e crtico;
anlise de situaes novas, recolha de informao pertinente, resoluo do problema proposto, etc.). As
competncias refletidas podem passar por trabalho em grupo mas tambm individual, sendo o trabalho de carter
multidisciplinar e integrador.
6.2.1.8. Demonstration of the coherence between the teaching methodologies and the learning outcomes.
The teaching methodologies described above were established to meet the objectives of the curricular unit. Indeed,
the research and/or development work is individual and should thus be analysed and evaluated in this perspective
(initiative, decision, creative and critical thinking ability; analysis of new situations, gathering relevant information,
solving the proposed problem, etc.). The reflected skills can include multidisciplinary and integrative group or
individual work.
6.2.1.2. Docente responsvel e respectivas horas de contacto na unidade curricular (preencher o nome completo):
Alexandra Maria Pinheiro da Silva Ferreira Rodrigues Pinto (28 h TP 0,5 turma/class)
RESULTADOS DE APRENDIZAGEM
Perceber os conceitos fundamentais relacionados com as energias renovveis e com a Tecnologia das pilhas de
Combustvel e do Hidrognio;
Ter opinio sobre a Economia do Hidrognio
Reconhecer as pilhas PEM como um exemplo da integrao do conhecimento adquirido no primeiro ciclo do
curso
Identificar as caractersticas fsico-qumicas de diferentes tipos de biomassa, avaliando a sua disponibilidade e
potencial para produo de energia;
Descrever os processos usados na converso da biomassa nas diversas formas de bioenergia
Avaliar a relevncia da utilizao de resduos como matria-prima para produo de biocombustveis.
LEARNING OUTCOMES
Understand fundamental knowledge concerning renewable energy, fuel cells and Hydrogen
Have an opinion about Hydrogen economy;
Recognise PEM batteries as an example of the integration of knowledge acquired in the first cycle of the course;
Identify the physical-chemistry characteristics of different types of biomass, evaluate their availability and
potential for energy production;
Describe the processes used, for biomass conversion in several kinds of energy
Assess the relevance of using wastes as raw materials for biofuel production.;
6.2.1.5. Syllabus:
Sustainable energy; Fuel cells technology: basic principles; PEM fuel cells: Thermodynamics and Kinetics; Heat
and Mass transfer; Direct Methanol Fuel cells - Lab Session; DMFC as an example of integration of chemical
Engineering concepts; Hydrogen Production and purification; Storage and Distribution; Chemical Hydrides- Lab
Session: polarization curve of a DMFC cell. -DMFC cell - application examples Chemical Engineering concepts -
Production processes and purification of hydrogen-Storage and Distribution-chemical hydrides. Lab session:
Production and storage of H2 out of catalytic hydrolysis of sodium borohydride;-technology of fuel cells and
hydrogen as a back-up system for wind systems - Characterisation of biomass resources, Relevance to energy
production; bioenergy / food controversy; biofuels from different generations. - Physico-chemical properties
relevant to the production of energy - Thermal Biomass Conversion - Bio-refinery
6.2.1.6. Demonstrao da coerncia dos contedos programticos com os objectivos da unidade curricular.
Os contedos programticos foram elaborados para irem de encontro aos objetivos da unidade curricular.
Beneficiando do conhecimento e competncias adquiridas anteriormente no ciclo de estudos, fornece-se um
tratamento abrangente e coerente de conceitos, ferramentas para a caracterizao das vrias fontes de energias
renovveis e diferentes processos de converso destas fontes. s tecnologias das pilhas de combustvel e
Hidrognio com potencial para o controlo da intermitncia de fontes renovveis (como o vento) dada alguma
ateno. Promove-se tambm a viso crtica das vantagens e limitaes das diferentes tecnologias.
Sempre que possvel, procura integrar-se conceitos adquiridos no ciclo de estudos anterior no estudo de algumas
das tecnologias apresentadas.
6.2.1.6. Demonstration of the syllabus coherence with the curricular unit's objectives.
The syllabus was prepared to meet the objectives of the course unit. Benefiting from the knowledge and skills
acquired in previous study programmes, it provides a comprehensive and coherent treatment of concepts essential
to the characterisation of the various renewable energy sources and conversion processes of these different
sources. Technologies of fuel cells and hydrogen which have the potential to control the intermittency of renewable
sources (such as wind) are treated with special care. A critical overview of the advantages and limitations of
different technologies is also promoted.
Whenever possible, the unit seeks to integrate concepts acquired in previous study programmes in the study of
some of the technologies presented.
Conditions for attendance: Do not exceed the limit number of class absences: 25% of the total number of classes.
6.2.1.8. Demonstrao da coerncia das metodologias de ensino com os objectivos de aprendizagem da unidade
curricular.
Uma vez que o objetivo principal da unidade curricular (UC) consiste na aprendizagem e aplicao do conceito de
sustentabilidade e de renovao dos recursos energticos a metodologia utilizada baseia-se na exposio terica
dos conceitos, acompanhada frequentemente da visualizao de vdeos e da realizao de dois trabalhos
laboratoriais para dar aos estudantes uma perspetiva mais abrangente dos assuntos abordados.
No seu processo formativo o estudante participar em aulas expositivas, realizar trabalhos tericos e prticos,
individuais e em grupo, convenientemente acompanhados pelo docente. O processo de ensino-aprendizagem
estar centrado no trabalho (autnomo e tutorado) do estudante e ser efetuada uma monitorizao constante da
evoluo e da aquisio de conhecimentos e competncias pelo mesmo. Dever resultar daqui uma aprendizagem
mais proativa e dinmica, com recurso a metodologias mais diversificadas, que globalmente apoiem o estudante na
assuno da sua responsabilidade pessoal no processo de aprendizagem, tornando-o gradualmente mais
autnomo e independente.
Concretamente, na unidade curricular de Energias Renovveis II ser adotada uma metodologia de ensino que
privilegia a aquisio das competncias, especializadas e especficas, que capacitem para o exerccio profissional
competente, para a interveno social e para a investigao.
6.2.1.8. Demonstration of the coherence between the teaching methodologies and the learning outcomes.
Since the main objective of the course unit (UC) is to learn and apply the concept of sustainability and renewal of
energetic resources , the methodology used is based on the theoretical exposition of the concepts , the viewing of
videos and performing two laboratorial works to give the students enlarged comprehensive view of the covered
subjects .
In his/her formative process, the student participates in theoretical lessons, conducts theoretical and practical
assignments, individually and in group, whilst properly monitored by the teacher.
The teaching / learning process is focused on the students (autonomous and supervised) work, in particular
laboratory assignments performed during the semester, together with an informal regular monitoring of the
development and acquisition of knowledge and skills by the said student. The aim is to obtain a more proactive and
dynamic learning that can lead the student to accept his/her personal responsibility in the learning process, making
him/her gradually more autonomous and independent. More to the point, this course unit adopts a teaching
methodology that privileges the acquisition of specialised and specific competencies that qualify the student for
the competent exercise of his/her profession, and for social intervention and research.
Petrou, E. C.; Pappis, C. P.;Biofuels: A Survey on Pros and Cons, Energy & Fuels, 23, 10551066, 2009
Gressel, J. ;Transgenics are Imperative for Biodiesel Crops, Plant Science, 174, 246-263. , 2008
Rittmann, B. E.;Opportunities for Renewable Bioenergy Using Microorganisms, Biotechnology and Bioengineering,
100, 203-211, 2008
6.2.1.2. Docente responsvel e respectivas horas de contacto na unidade curricular (preencher o nome completo):
Joaquim Lus Bernardes Martins de Faria (35 h T 1turma; 42h TP -3 turmas; 105h PL - 5 turmas)
6.2.1.5. Syllabus:
1. Chemistry: The Central Science; 2. Basic Concepts; 3. Calculation with formulas and Chemical Equations; 4.
Reactions in Solution; 5. Thermochemistry; 6. Electronic Structure of Atoms; 7. Periodic Properties of Elements; 8.
Chemical Connection; 9. Molecular Geometry and Chemical Connection; 10. Gases; 11. Intermolecular forces,
liquids and solids; 12. Properties of solutions
6.2.1.6. Demonstrao da coerncia dos contedos programticos com os objectivos da unidade curricular.
Os contedos programticos foram elaborados para irem de encontro aos objetivos da unidade curricular. Os
captulos 1 a 5 prendem-se com a viso macroscpica, essencialmente fenomenolgica da qumica. Os captulos 6
a 9 lidam com a estrutura eletrnica e com a ligao qumica. Nos captulos 10 a 12 so fornecidos os conceitos
relativos s interaes intermoleculares e maneira como estas influenciam grau de organizao da matria.
O valor dos recursos bibliogrficos, da pesquisa funcional e da correta citao das fontes introduzido aos
estudantes.
A importncia do trabalho de laboratrio ilustrada pela realizao de um conjunto de experincias que cobre de
maneira pontual matrias dos captulos 3, 4, 7, 11 e 12.
Os conceitos abordados so ilustrados regularmente por exemplos retirados da prtica industrial e dos recentes
avanos cientfico-tecnolgicos.
6.2.1.6. Demonstration of the syllabus coherence with the curricular unit's objectives.
The syllabus was prepared to meet the objectives of the course unit. Chapters 1-5 relate to the phenomenological
macroscopic view of chemistry . Chapters 6 to 9 deal with the electronic structure and chemical bonding. In
chapters 10-12 are provided concepts related to the intermolecular interactions and how they influence the degree
of organisation of matter.
The importance of literature resources, functional research and proper citation of sources is introduced to
students.
The importance of laboratory work is illustrated by performing a set of experiments that occasionally cover, the
topics of Chapters 3, 4, 7, 11 and 12.
The concepts discussed are illustrated by examples taken from regular industrial practise and recent scientific and
technological advances.
6.2.1.8. Demonstrao da coerncia das metodologias de ensino com os objectivos de aprendizagem da unidade
curricular.
As metodologias de ensino acima descritas foram elaboradas para irem de encontro aos objetivos da unidade
curricular. Assim, as aulas tericas de exposio visam uma melhor compreenso dos fenmenos em causa aos
diferentes nveis de abordagem efetuados. Esta metodologia ao longo do semestre complementada por folhas
problemas, realizados em grupo nas aulas terico-prticas.
As sesses de laboratrio visam o desenvolvimento de competncias de trabalhos em grupo, de carter
multidisciplinar e integrador. A realizao dos trabalhos laboratoriais e a sua anlise (relatrios e discusses)
permitem aos estudantes a aquisio de aptides na rea da pesquisa cientfica (formulao e teste de hipteses,
planeamento experimental, pesquisa de informao), estimulando-se o pensamento crtico e criativo.
6.2.1.8. Demonstration of the coherence between the teaching methodologies and the learning outcomes.
The teaching methodologies described above were prepared to meet the objectives of the course unit. Thus,
theoretical presentation lessons seek a better understanding of the phenomena in question considering the
different approach levels. This methodology is, throughout the semester, complemented by problem sheets solved
in group during theoretical-practical classes.
Laboratory sessions aim at developing skills in, multidisciplinary and integrative group work.
The conduction of lab assignments and their analysis (reports and discussions) enable students to acquire skills in
the area of scientific research (formulation and testing of hypotheses, experimental design, survey information),
stimulating creative and critical thought.
2. Jos A. Martinho Simes, Miguel A. R. Botas Castanho, Isabel M. S. Lampreia, Fernando J. V. Santos, Carlos A.
Nieto de Castro, M. de Ftima Norberto, M. Teresa Pamplona, Lurdes Mira, M. Margarida Meireles; "Guia de
Laboratrio de Qumica e Bioqumica, 2ed Revista e Aumentada", LIDEL, 2008. ISBN: 978-9-72-757-487-2.
6.2.1.2. Docente responsvel e respectivas horas de contacto na unidade curricular (preencher o nome completo):
Joaquim Lus Bernardes Martins de Faria (35 h T 1 turma/class; 42h TP 3 turmas/classes)
6.2.1.5. Syllabus:
1. Chemical Kinetics; 2. Chemical Equilibrium; 3. Acid-Base Equilibria; 4. Additional Aspects of Aqueous Equilibria;
5. Chemical Thermodynamics; 6. Electrochemistry; 7. Chemistry of the Atmosphere; 8. Nuclear Chemistry; 9.
Introduction to the Chemistry of Coordination Compounds.
6.2.1.6. Demonstrao da coerncia dos contedos programticos com os objectivos da unidade curricular.
Os contedos programticos foram elaborados para irem de encontro aos objetivos da unidade curricular. Os
captulos 1 a 4 prendem-se com os aspetos da qumica das solues. Os captulos 5 e 6 lidam com as questes
energticas. Nos captulos 7 a 9 so fornecidos os conceitos relativos a aspetos de inovao qumica e tecnolgica
em diferentes reas.
O valor dos recursos bibliogrficos, da pesquisa funcional e da correta citao das fontes introduzido aos
estudantes.
A importncia do trabalho de laboratrio ilustrada pela realizao de um conjunto de experincias que cobre de
maneira pontual matrias dos captulos 1, 2, 3, 4 e 16.
Os conceitos abordados so ilustrados regularmente por exemplos retirados da prtica industrial e dos recentes
avanos cientfico-tecnolgicos.
6.2.1.6. Demonstration of the syllabus coherence with the curricular unit's objectives.
The syllabus was prepared to meet the objectives of the course. Chapters 1-4 are related to aspects of solution
chemistry. Chapters 5 and 6 deal with energy issues. In chapters 7-9 concepts relating to aspects of chemical and
technological innovation in different areas are provided.
The value of literature resources, research functional and proper source citation is introduced to students.
The importance of lab assignments is exemplified in the conduction of a series of experiments that cover some
6.2.1.8. Demonstrao da coerncia das metodologias de ensino com os objectivos de aprendizagem da unidade
curricular.
As metodologias de ensino acima descritas foram elaboradas para irem de encontro aos objetivos da unidade
curricular. Assim, espera-se que o estudante seja capaz de usar as ferramentas digitais das bibliotecas moderna
para obter informaes sobre um tpico em qumica, tcnicas qumicas, ou questes relacionadas com a qumica.
Conhecer os procedimentos adequados e as normas de manuseamento e uso seguro de produtos qumicos e
poder seguir na prtica esses procedimentos. Ser capaz de comunicar os resultados de seu trabalho a qumicos e
no-qumicos. Desenvolver uma compreenso mnima das questes ticas, histricas, filosficas e ambientais dos
problemas e questes que se colocam aos qumicos nos dias de hoje. Ter as bases para poder agir no futuro como
profissional na indstria, ou na administrao central, ou para poder progredir em programas de ps-graduao,
ou de especializao profissional.
6.2.1.8. Demonstration of the coherence between the teaching methodologies and the learning outcomes.
The teaching methodologies described above were prepared to meet the objectives of the course unit. Thus, the
student is expected to be able to use digital tools in modern libraries to gather information on a topic in chemistry,
chemical techniques, or issues related to chemistry. Know the proper procedures and regulations for safe handling
and use of chemicals, and be able to follow the proper procedures and regulations for safe handling when using
chemicals. The student should be able to communicate the results of his/her work to chemists and non-chemists.
Develop a minimal understanding of the ethical, historic, philosophical, and environmental dimensions of problems
and issues facing chemists. Have the bases to act in the future as professionals in industry or central
administration and to succeed in graduate or professional programmes.
6.2.1.2. Docente responsvel e respectivas horas de contacto na unidade curricular (preencher o nome completo):
Jorge Manuel Pinho de Sousa (28 h TP 1 turma/class)
As competncias a adquirir e desenvolver pelos estudantes, bem como os resultados da aprendizagem, derivam
diretamente da satisfao dos objetivos indicados.
The competences to be acquired and developed by the students, as well as the results of the learning process,
derive directly from the fulfilment of the indicated objectives.
3. Gesto de Projetos
Organizao e avaliao de projetos. Conceitos e tcnicas fundamentais. O mtodo CPM e extenses. Sistemas
informticos para gesto de projetos.
4. Gesto de Operaes
Importncia estratgica da gesto de operaes. Empresas industrias e de servios. Just-in-Time. Layouts fabris e
balanceamento de linhas de produo. Gesto de capacidades. Planeamento das necessidades de materiais (MRP).
Escalonamento de operaes.
6.2.1.5. Syllabus:
1. Mathematical Finance
Fundamental notions of accounting and financial analysis. Annuities. IRR (Internal Rate of Return) and NPV (Net
Present Value). Nominal and effective interest rates. Amortization schedule. Use of Excel Spreadsheets.
3. Project management.
Project organiszation and management. Fundamental concepts and techniques. The CPM method and extensions.
Project mManagement computer systems.
4. Operations Management.
Strategic importance of Operations Management. Manufacturing and services companies. Just-in-Time. Industrial
layouts and production line balancing. Capacity management. Material Requirements Planning (MRP). Operations
scheduling.
6.2.1.6. Demonstrao da coerncia dos contedos programticos com os objectivos da unidade curricular.
Esta coerncia garantida pela forte componente de modelao de processos de deciso complexos, visando
garantir a capacidade de estruturar e modelar processos de deciso e de utilizar algoritmos de otimizao na sua
resoluo.
6.2.1.6. Demonstration of the syllabus coherence with the curricular unit's objectives.
This coherence is guaranteed by the strong modelling component for complex decision processes in order to
ensure the ability to structure and design models, and to use optimiszation algorithms in their resolution.
Frmula de avaliao:
EF (classificao do exame final) - 0 a 20 valores (mnimo 7.5)
TP (classificao do trabalho prtico) - 0 a 20 valores (mnimo 7.5)
Evaluation formula:
FE (final exam) - 0 to 20 points (minimum 7.5)
A (practical assignment) - 0 to 20 points (minimum 7.5)
6.2.1.8. Demonstrao da coerncia das metodologias de ensino com os objectivos de aprendizagem da unidade
curricular.
O recurso a exemplos e casos de estudo e a utilizao intensiva de folhas de clculo promover a aquisio de
competncias na estruturao de problemas reais e na utilizao de modelos e algoritmos de optimizao.
6.2.1.8. Demonstration of the coherence between the teaching methodologies and the learning outcomes.
Resorting to examples and case studies and intensively using spreadsheets, will promote the acquisition of skills in
structuring real problems and in the use of models and optimiszation algorithms.
6.3.1. Adaptao das metodologias de ensino e das didcticas aos objectivos de aprendizagem das unidades
curriculares.
O perfil de formao do ciclo de estudos o da Engenharia Qumica, com base nas cincias fsicas (Qumica e
Fsica) e nas cincias da vida (Biologia, Microbiologia e Bioqumica), juntamente com conhecimentos de
Matemtica e Economia. A cultura geral (prtica) da engenharia acentuada atravs de uma perspetiva pedaggica
em constante renovao, aliada a um esquema de aprendizagem virado para o projeto de engenharia alargado a
Assim, o percurso do estudante durante o CE inicia-se com a formao em UCs na rea das cincias bsicas, e
evolui para UCs mais especficas das reas de conhecimento abrangidas. As metodologias de ensino vo-se
tambm adaptando desde uma formao inicial mais terica at uma formao mais aplicada e prtica, com maior
autonomia dos estudantes nos ltimos anos. A tipologia e metodologias de ensino de cada UC (T, TP, PL e OT)
acompanham esta evoluo, adaptando-se ao nvel de aprendizagem que se pretende alcanar.
6.3.1. Adaptation of methodologies and didactics to the learning outcomes of the curricular units.
The profile of the study cycle is that of Chemical Engineering, based on the application of the physical sciences
(chemistry and physics) and life sciences (biology, microbiology and biochemistry) together with mathematics and
economics. Simultaneously it emphasises the general culture of (practical) engineering, through a renewed
pedagogical perspective, particularly with an improved learning perspective facing the engineering design extended
to areas related to chemical engineering.
Hence, the academic career of the student begins with UCs in the field of basic sciences and evolves towards more
specific areas of knowledge covered by the course. The teaching methodologies are also being adapted, from a
more theoretical to a more practical and applied formation, with improved autonomy of the students in the final
years of the course. The typology and teaching methodologies of each subject also reflect this evolution, adapting
to the level of learning that is aimed to be achieved.
6.3.2. Verificao de que a carga mdia de trabalho necessria aos estudantes corresponde ao estimado em ECTS.
No incio de cada ano letivo so efetuadas reunies com os docentes do MIEQ para planificar as atividades de cada
unidade curricular: a realizao de atividades fora do horrio escolar, datas para entregas de trabalhos, datas dos
vrios momentos de avaliao (testes, exames, etc.). Neste planeamento procura-se obter uma distribuio
uniforme do trabalho ao longo do tempo e a minimizao de picos e/ou sobreposio de trabalhos, tendo sempre
em conta o nmero total de horas de trabalho com a correspondente equivalncia em termos de ECTS.
No termo de cada semestre, os docentes responsveis produzem um relatrio onde analisam o funcionamento da
unidade curricular e a sua adequao ao trabalho exigido. A informao relativa a estes tpicos complementada
por um inqurito aos estudantes, via SIGARRA. Com base na informao dos docentes e dos estudantes feita
uma avaliao da adequao da carga mdia de trabalho, que objeto do relatrio de ciclo de estudos anual.
6.3.2. Verification that the required students average work load corresponds the estimated in ECTS.
At the beginning of each academic year, meetings are conducted with the MIEQ teaching staff to plan activities for
each curricular unit: the activities performed outside classes, dates for assignment delivery, dates of several
evaluation moments (e.g.. tests, exams, etc). In this planning it is tried to achieve a uniform distribution of workload
over time, minimizing peaks and / or overlapping work, taking into account the total number of working hours with
the corresponding equivalence in terms of ECTS.
At the end of each semester, the lecturer produces a report where the operation of the curricular unit and its
suitability to the work required is analysed. A survey to students is also carried out, via SIGARRA, where they can
express their opinions concerning the work required. Based on the information of lecturers and students, an
assessment of the adequacy of the average workload is made, which is presented in the annual report of the study
cycle.
6.3.3. Formas de garantir que a avaliao da aprendizagem dos estudantes feita em funo dos objectivos de
aprendizagem da unidade curricular.
Os mtodos, componentes, pesos e datas de avaliao, tal com os objetivos de aprendizagem, so definidos na
ficha de cada unidade curricular pelos docentes responsveis, sendo validados pelo diretor do ciclo de estudos. De
acordo com os princpios de Bolonha, o mtodo de avaliao nas unidades curriculares evoluiu de um mtodo
baseado principalmente em exame final para um mtodo predominante misto, combinando o exame final com uma
componente de avaliao distribuda com peso significativo, ou mesmo baseado unicamente em avaliao
distribuda, como acontece em unidades curriculares de ndole laboratorial. As competncias de comunicao so
avaliadas atravs de relatrios e apresentaes e o trabalho desenvolvido dentro e fora das aulas (em aulas
tericas, terico-prticas e laboratoriais, palestras, visitas de estudo, projetos, etc.), devidamente acompanhado e
avaliado pelos docentes, integra-se nas prprias metodologias de aprendizagem.
6.3.3. Means to ensure that the students learning assessment is adequate to the curricular unit's learning outcomes.
The methods, components, weights and dates of the assessments, together with the learning outcomes, are
defined in the plan of each UC by the responsible lecturers, being validated by the study cycle Director. In
accordance with the principles of Bologna, the method of evaluation of the UCs has evolved from a method based
mainly on final exam to a predominantly mixed-method, combining the final exam with a distributed evaluation
component with significant weight, or even based solely on a distributed assessment, as it happens in many
curricular units of a laboratorial nature.
Communication skills are assessed through reports and presentations. The work done inside and outside
classrooms (in theoretical-practical and laboratory classes, lectures, school outings, projects, etc.), properly
monitored and evaluated by lecturers is an integral part of the learning methodologies.
6.3.4. Metodologias de ensino que facilitam a participao dos estudantes em actividades cientficas.
As aes com vista integrao dos estudantes em atividades cientficas podem ser de carcter curricular ou
extracurricular. Na Dissertao podem realizar um trabalho cientfico, supervisionado por um docente/investigador,
inserido num grupo de I&D (no pas ou no estrangeiro); certas UCs requerem a realizao de trabalho laboratorial,
de pesquisa e/ou de anlise crtica do estado da arte, em grupo ou individualmente; nas UCs onde existe
componente laboratorial, a partir de um dado nvel, os estudantes so encorajados a alterarem os protocolos de
forma a aprofundarem os conhecimentos adquiridos.
Complementarmente ao CE, existem aes de cariz de divulgao cientfica promovidas pela Biblioteca (sesses
de infoliteracia), pela UP (Mostra da UP, congresso IJUP, Universidade Jnior), e por docentes ou sociedades
cientficas e tcnicas (p. ex. Workshops, Jornadas de EQ ou Olimpadas de Qumica) onde os estudantes so
chamados a intervir, alargando os seus horizontes cientficos.
6.3.4. Teaching methodologies that promote the participation of students in scientific activities.
The actions to promote the participation of students in scientific activities can be curricular or extra-curricular. In
the Dissertation there is the possibility of a scientific work, supervised by a lecturer/researcher in a R&D group (in
the country or abroad); certain curricular units require the completion of laboratory work, research and/or critical
analysis of the state of the art, individually or in group; in the curricular units in which there is a laboratory
component, from a given level, students are encouraged to modify the existing protocol in order to deepen the
knowledge acquired.
Complementarily to the study cycle, there are several actions aiming at science dissemination promoted by the
Library (info-literacy sessions), by the UP (UP Exhibit, IJUP congress, Junior University), and by teachers or
scientific and technical societies (e.g. Workshops, Department Meetings and Chemistry Olympiads) where students
are asked to intervene, broadening their scientific horizons.
7. Resultados
7.1. Resultados Acadmicos
7.1.2. Comparao do sucesso escolar nas diferentes reas cientficas do ciclo de estudos e respectivas unidades
curriculares.
Rcio estudantes aprovados/avaliados para 2012/13:
Tem-se observado, de forma consistente, que os estudantes alcanam melhores classificaes medida que
progridem no ciclo de estudos. Este facto consistente com os rcios apresentados, uma vez que, de forma geral,
os mais baixos pertencem a reas cientficas de UCs que ocorrem sobretudo nos primeiros anos do ciclo de
estudos. De realar que no se observou variao significativa nestes rcios nos ltimos anos letivos.
7.1.2. Comparison of the academic success in the different scientific areas of the study programme and related
curricular units.
Students approved/evaluated ratios in 2012/13:
It has been consistently noted that students achieve better grades as they progress in the study cycle. This is
consistent with the ratios presented, because, in general, the lower values belong to scientific areas from curricular
units that occur mainly in the early years of the study cycle. It is worth mentioning that there were no significant
variations in these ratios in recent academic years.
7.1.3. Forma como os resultados da monitorizao do sucesso escolar so utilizados para a definio de aces de
melhoria do mesmo.
Quando numa UC so detetados resultados que indigitam um rcio de aprovao substancialmente abaixo do valor
esperado, o Diretor do ciclo de estudos, juntamente com os docentes da UC, e eventualmente com representantes
da Comisso de Acompanhamento (docentes e estudantes) ou mesmo da Comisso Cientfica, efetua uma anlise
das causas destes resultados, e de acordo com essa anlise define um conjunto de aes de melhoria, como por
exemplo:reviso dos mtodos de avaliao, metodologia de ensino, tpicos programticos, carga de trabalho,etc.
7.1.3. Use of the results of monitoring academic success to define improvement actions.
When it is detected, in a given curricular unit, that results of academic success are considerably below the
expected ones, the Director of the study cycle, along with the teaching staff, and possibly with representatives of
the Monitoring Commission (teachers and students) or even of the Scientific Committee, performs an analysis of
causes of these results, and accordingly defines a set of actions for improvement, such as: review of evaluation
methods, of teaching methodology, program topics, workload, etc..
In some cases there may be a need to appeal to the project "Educational Assistance coordinated by the
Laboratory for Teaching and Learning at FEUP, which makes studies in every curricular unit that seek to identify
cases needing intervention to improve overall performance indices for the quality of teaching and learning, based
on the results of educational surveys and track record of school success.
7.1.4. Empregabilidade.
%
Percentagem de diplomados que obtiveram emprego em sectores de actividade relacionados com a rea do ciclo de estudos /
0
Percentage of graduates that obtained employment in areas of activity related with the study cycle area
Percentagem de diplomados que obtiveram emprego em outros sectores de actividade / Percentage of graduates that obtained
0
employment in other areas of activity
Percentagem de diplomados que obtiveram emprego at um ano depois de concludo o ciclo de estudos / Percentage of graduates
68.8
that obtained employment until one year after graduating
7.2.1. Indicao do(s) Centro(s) de Investigao devidamente reconhecido(s), na rea cientfica predominante do
ciclo de estudos e respectiva classificao.
So quatro as unidades de I&D que trabalham sob a coordenao cientfica dos membros do DEQ e que tm a
FEUP como instituio de acolhimento; todas elas foram classificadas com a nota mxima (Excelente) pelos
painis internacionais da FCT:
Centro de Estudos de Fenmenos de Transporte (CEFT)
Laboratrio de Engenharia de Processos, Ambiente e Energia (LEPAE)
Laboratrio de Catlise e Materiais (LCM)
Laboratrio de Processos de Separao e Reao (LSRE)
As duas ltimas unidades constituem uma parceria com o estatuto de Laboratrio Associado desde novembro
de 2004 pelo Ministrio Portugus da Cincia e Tecnologia e Ensino Superior. O estatuto de Laboratrio Associado
atribudo a instituies de investigao portuguesas de grande mrito, reconhecidos como resultado de
avaliaes externas, com base na avaliao da capacidade da instituio para cooperar de uma forma estvel,
qualificada e eficiente, no alcance de metas estabelecidas no mbito da poltica cientfica e tecnolgica.
7.2.1. Research centre(s) duly recognized in the main scientific area of the study programme and its mark.
There are four R&D units working under the scientific coordination of the DEQ members that have FEUP as their
host institution; all of them were awarded the highest ranking (excellent) by the FCT international panels:
CEFT - Transport Phenomena Research Centre ;
LEPAE Laboratory for Process, Environmental and Energy Engineering ;
LCM Laboratory of Catalysis and Materials;
LSRE Laboratory of Separation and Reaction Engineering
The last two units constitute a partnership with the statute of Associate Laboratory since November 2004 by the
Portuguese Ministry of Science and Technology and Higher Education. The statute of Associate Laboratory is
attributed to Portuguese research institutions of great merit, recognised due to external evaluations, based on the
assessment of the institutions capacity to cooperate in a stable, knowledgeable and efficient manner, reaching its
goals, in terms of scientific and technological policies.
7.2.2. Nmero de publicaes do corpo docente do ciclo de estudos em revistas internacionais com reviso por
pares, nos ltimos 5 anos e com relevncia para a rea do ciclo de estudos.
1145
7.2.4. Impacto real das actividades cientficas, tecnolgicas e artsticas na valorizao e no desenvolvimento
econmico.
A produtividade cientfica acima referida correspondeu a 4.7 artigos ISI/ano/doutorado do DEQ. De acordo com os
dados de 2012 do Ranking National Taiwan University, no campo da Engenharia Qumica a U. Porto a melhor
classificada em Portugal, ocupando a posio 60 a nvel mundial e a posio 12 a nvel europeu. Existem assim
excelentes condies para os estudantes do MIEQ se envolverem em atividades cientficas.
As atividades desenvolvidas pelos estudantes deste ciclo de estudos, em particular no contexto de projetos e
dissertaes, resultam por vezes em oportunidades de negcio ou transferncia de conhecimento/tecnologia para
o tecido empresarial. A dinmica empreendedora dos estudantes da FEUP est bem evidente na elevada
participao em concursos de ideias de negcio e na criao de empresas de base tecnolgica. Entre as empresas
criadas, importa relevar as que tiveram o DEQ na sua gnese, e indiretamente o MIEQ: Sysadvance, I-Sensis,
Fluidinova, Advanced Cyclone Systems e LANDKA.
7.2.4. Real impact of scientific, technological and artistic activities on economic enhancement and development.
The scientific productivity above mentioned, corresponded to 4.7 ISI papers/year/doctorate of the DEQ. According
to the National Taiwan University Ranking data in 2012, for the field of Chemical Engineering, the U. Porto was the
best rated in Portugal, occupying the 60th position worldwide and the 12th at a European level. Consequently, there
are excellent conditions for the MIEQ students to engage themselves in scientific activities.
The activities developed by the students of this cycle of studies, particularly in the context of project work and
dissertations, sometimes result in business opportunities or knowledge/technology transfer. The entrepreneurial
dynamics of FEUP students is evident in the high participation in business ideas competitions and on the creation
of technology-based firms. Among the companies launched, it is worth mentioning those that had their genesis in
the DEQ, and indirectly at the MIEQ: Sysadvance, I-Sensis, Fluidinova, Advanced Cyclone Systems and LANDKA.
7.2.5. Integrao das actividades cientficas, tecnolgicas e artsticas em projectos e/ou parcerias nacionais e
internacionais.
Os professores e investigadores da FEUP e em particular do Departamento de Engenharia Qumica (DEQ) fazem
investigao fundamental e aplicada no seio de unidades de investigao financiadas pela FCT. O DEQ, atravs
destas unidades de investigao, tem vrios projetos nacionais e internacionais de I&D bem como alguns de ndole
tecnolgica com a indstria. Entre 2008 e 2012 foram iniciados 156 projetos de I&D nacionais e 17 internacionais,
financiados por programas comunitrios da UE, que contaram com a participao de docentes do DEQ e que
resultaram num financiamento para a FEUP na ordem dos 21 milhes de euros.
Destaque tambm para a atribuio a dois docentes do DEQ de duas bolsas do European Research Council, uma
Advanced Research Grant e uma Starting Research Grant (a A. Mendes e M. Alves) no valor de cerca de 2 e 1
M, respetivamente.
A participao dos estudantes nestas atividades essencialmente feita na UC Dissertao, conforme referido
anteriormente (6.1.4).
7.2.5. Integration of scientific, technological and artistic activities in national and international projects and/or
partnerships.
Teachers and researchers from FEUP, and in particular those from the Chemical Engineering Department (DEQ), do
fundamental and applied research within research units financed by the FCT. The DEQ, through these research
units, runs several national and international R&D projects, as well as some projects with a technological nature
with industry. Between 2008 and 2012, 156 R&D projects were initiated and 17 international projects funded by EU
communitarian programmes, which included the participation of the teaching staff from DEQ and that resulted in an
income of about 21 million euros for FEUP.
It is also worth mentioning the awards given to two staff members of the DEQ by the European Research Council,
one "Advanced Research Grant" and one "Starting Research Grant" (to A. Mendes and M. Alves, respectively) to
the value of 2 and 1M, respectively.
The students' participation in these activities is mainly done in the Dissertation curricular unit, as previously
mentioned (6.1.4).
7.2.6. Utilizao da monitorizao das actividades cientficas, tecnolgicas e artsticas para a sua melhoria.
As unidades de I&D sedeadas no DEQ realizam relatrios cientficos anuais que submetem ao Cons. Cientfico da
FEUP e FCT, onde so especificados os objetivos propostos e os principais resultados atingidos,os indicadores
de produtividade e os objetivos futuros.Cada unidade de investigao tem uma Comisso Externa Permanente de
Aconselhamento Cientfico composta por especialistas nacionais e internacionais de renome.Essa Comisso
analisa regularmente o funcionamento da unidade de investigao, emite parecer sobre os planos, os relatrios de
atividades e sobre o oramento.Periodicamente, geralmente de 4 em 4 anos, as unidades de investigao so
submetidas a um processo de avaliao pela FCT, que estabelece uma classificao e os montantes de
financiamento ao abrigo do Programa de Financiamento Plurianual. Os resultados das anlises aos relatrios
anuais e das avaliaes efetuadas pela FCT so discutidos no mbito do DEQ com o objetivo de melhorar e definir
novas metas estratgicas.
7.2.6. Use of scientific, technological and artistic activities' monitoring for its improvement.
The research units established in the DEQ elaborate annual scientific reports, which are submitted to the Scientific
Council of FEUP and to FCT, where the proposed objectives and main gathered results, productivity indicators and
goals to be achieved in the following year are specified. Each research unit has a Permanent External Commission
for Scientific Advise constituted by renowned national and international experts. This Commission regularly
reviews the research units operation, issues an opinion regarding plans, activity reports and budget. Periodically,
usually every four years, the research units are submitted to an evaluation process by the FCT that establishes a
classification and the amount of funding under the Pluriannual Funding Programme. The results of the analysis
made to the annual reports and the FCT evaluations are discussed within the DEQ so as to improve and define new
strategic goals.
7.3.1. Activities of technological and artistic development, consultancy and advanced training.
Within the research groups associated to the Department of Chemical Engineering (LSRE and LCM as associated
lab, LEPAE and CEFT) technical consultancies, opinions and services of analysis are carried out, for outside
entities from the public and private sectors.
In terms of advanced training, the curricular units of the MIEQ can be attended by people outside FEUP and the UP,
as Singular Curricular Units, thus providing the depth and updating of knowledge in the various scientific areas
of the study cycle.
The DCoop supports the students from the study cycle in protecting intellectual property at FEUP and give out
some advice to those students with a more entrepreneurial character that wish bring forth technology-based
business ideas.
7.3.2. Contributo real para o desenvolvimento nacional, regional e local, a cultura cientfica, e a aco cultural,
desportiva e artstica.
A ao e dinmica empreendedora dos estudantes da FEUP resulta muitas vezes na criao de empresas de base
tecnolgica. Mais de 40% das empresas incubadas no Parque de Cincia e Tecnologia da U. Porto (UPTEC) foram
fundadas por estudantes da FEUP (segundo dados recolhidos no final de 2012 o UPTEC tem um universo de 117
empresas start-up, responsveis por cerca de 900 postos de trabalhos, dos quais 90% correspondem a pessoas
com graduao ou ps-graduao). Entre as empresas criadas, 5 tiveram o DEQ na sua gnese, e indiretamente o
MIEQ.
Para alm disso, existe uma grande dinmica de atividades complementares da misso da faculdade, que se traduz
anualmente em centenas de eventos acadmicos, culturais e desportivos, assegurados pela FEUP diretamente,
pela Associao de Estudantes e/ou por outras organizaes estudantis (aes que envolvem anualmente largos
milhares de participantes, entre os quais estudantes do MIEQ).
7.3.2. Real contribution for national, regional and local development, scientific culture, and cultural, sports and artistic
activities.
FEUP students' entrepreneurial action and dynamics often results in the creation of technology-based companies.
Over 40% of the companies incubated at the Science and Technology Park of U. Porto (UPTEC) were founded by
students from FEUP (according to data collected at the end of 2012, UPTEC has a universe of 117 start-up
businesses, responsible for about 900 jobs, of which 90% are people with graduate or postgraduate degrees).
Among the companies created, 5 had their genesis in the Department of Chemical Engineering, and indirectly at the
MIEQ.
In addition, there is a great dynamic of activities that are complementary to the Facultys mission, which translates
into hundreds of academic, cultural and sporting events, organised annually by FEUP or by the Students
Association and/or other student organisations (annual actions that involve thousands of participants, including
students from the MIEQ).
7.3.3. Adequao do contedo das informaes divulgadas ao exterior sobre a instituio, o ciclo de estudos e o
ensino ministrado.
A divulgao ao exterior da instituio e do ensino ministrado realizada sobretudo atravs do site da FEUP, onde
podem ser recolhidas informaes sobre cada um dos ciclos de estudos, e sobre o MIEQ em particular (em Cursos
> Mestrado Integrado > Mestrado Integrado em Engenharia Qumica). A FEUP dispe tambm de alguns materiais
impressos destinados a estudantes e parceiros internacionais, e de uma brochura institucional. Na divulgao da
FEUP so utilizadas ainda plataformas internacionais, e so conduzidas algumas campanhas de publicidade nos
media. As redes sociais desempenham tambm um papel cada vez mais preponderante. A FEUP tem ainda
exercido uma atividade importante de divulgao ao grande pblico sobre cincia e tecnologia na comunicao
social, nomeadamente atravs da srie de programas Engenharia num Minuto.
A FEUP organiza anualmente uma Semana Aberta (Semana Profisso: Engenheiro). Participa tambm na Mostra
da Universidade do Porto, e na Universidade Jnior.
7.3.3. Adequacy of the information made available about the institution, the study programme and the education
given to students.
The divulgence of the institution and education given is conducted mainly through FEUPs website, where
information about each one of the study cycles, and the MIEQ in particular, can be collected (Courses > Integrated
Master > Master in Chemical Engineering). FEUP also enables the access to some printed materials, directed at
students and international partners, and an institutional brochure. To promote FEUP, international online platforms
are also being used, and some advertising campaigns are carried out in the media. Social networks are playing an
increasingly preponderant role. In addition, FEUP has also been very active in the diffusion of science and
technology to the masses via social media, namely through the programme series Engineering in a minute -
Engenharia num Minuto.
FEUP organises an annual Open Week (Profession Week: Engineer). It also participates in the UP Exhibit
(Mostra da Universidade do Porto), and in the Junior University (Universidade Junior).
8.1.1. Strengths
- The definition of the specializations and of the study cycle objectives has derived from lists of skills proposed by
accredited international organisations and from the contributions of external entities, particularly those related to
the business and academic worlds.
- There is a strong and direct link between the graduate profiles and the teaching methodologies used for the
educational processes.
- The syllabus of the Integrated Masters in Chemical Engineering offers students a balanced background in both
basic scientific areas and chemical engineering science, with a strong practical teaching component of laboratorial
nature throughout the study cycle. It also offers students the possibility to obtain a Chemical Engineering degree
that is more oriented towards Processes and Products, Environment and Energy or Biotechnology, thus enlarging
the students employment opportunities.
8.1.2. Weaknesses
- Some elective curricular units with low demand by students may have a negative impact on the financial
sustainability of the study cycle.
- Further training with a more practical component is desirable (in an industrial perspective), or to increase the
contact with the labour market before conducting the Dissertation in the 5th academic year (for example,
extracurricular projects, which can be mentioned in the Diploma Supplement - Dispatch No. GR.05/01/2012).
8.1.3. Oportunidades
- A evoluo tecnolgica e o aparecimento/crescimento de novas reas de especializao abrem perspetivas para
introduo de novos temas no ensino/aprendizagem que vo permitir a atualizao e aprofundamento de
conhecimentos.
- A proximidade do corpo docente com os centros de I&D sedeados no DEQ, bem como a sua excelente qualidade,
um bom ponto de partida para introduo destes novos temas nos contedos programticos do MIEQ.
8.1.3. Opportunities
- Technological progresses and the appearance/growth of new areas of specialization open the prospect of
introducing new topics in the teaching/learning process that will allow updating and enhancing knowledge.
- The proximity of the teaching staff with the R&D centres located at the Department of Chemical Engineering
(DEQ), as well their excellent quality, is a good starting point for the introduction of these new topics in the MIEQ
syllabus.
8.1.4. Constrangimentos
- A atual situao financeira das instituies de ensino superior pode vir a implicar uma diminuio na oferta de
recursos, nomeadamente no nmero de turmas, nmero de unidades curriculares optativas, e ensino prtico de
ndole laboratorial, com a consequente diminuio da qualidade pedaggica.
- Os estudantes do ensino secundrio (que so fortemente atrados por programas em medicina e cincias da
sade, e que mostram tambm alguma iliteracia cientfica e tecnolgica) no consideram as reas tecnolgicas
muito atrativas.
8.1.4. Threats
- The current financial situation of higher education institutions may ultimately lead to a decrease in the supply of
resources, including the number of classes, number of optional subjects, and laboratory practical teaching, with a
consequent decrease in teaching quality.
- Secondary school students (who are strongly attracted to programmes in medicine and health sciences, and that
also display some technological and scientific illiteracy) do not consider technological areas very attractive.
8.2.1. Strengths
- A management structure that is suitable and well-defined to the needs of the study cycle, either in the organic
unity (FEUP), or in the department (DEQ) and in the study cycle (MIEQ).
- Well-defined procedures for quality assurance of the study cycle, through the monitoring of performance of
students and teachers, syllabus and workload demanded from students, along with frequent pedagogical
coordination meetings.
- Well-established procedures for an evaluation of the teaching-learning process, by means of educational surveys.
- Systematic evaluation of the professional development, integration and employability of FEUPs graduates,
namely through surveys managed by the cooperation Division at FEUP.
8.2.2. Weaknesses
- The complexity of the procedure required for proposing the establishment, modification, extinction and evaluation
of the curricular outlines makes it "a heavy task".
- The vast and comprehensive set of structures, regulations, processes and procedures of the University of Portos
Quality Management System, comprising areas of the Mission of the University, especially Education and Research,
as well as the services and support resources directly related to those areas, such as academic services or
information management systems can, if not carefully implemented, lead to a bureaucratic overload that may
destroy the efforts to implement and consolidate the quality policy.
8.2.3. Oportunidades
- As aplicaes de suporte em constante desenvolvimento no Sistema de Informao da UPorto (SIGARRA)
fornecem uma ajuda valiosa ao Diretor na elaborao e anlise do relatrio de acompanhamento do ciclo de
estudos. As vantagens associadas adoo desta ferramenta esto sobretudo relacionadas com a simplificao
dos procedimentos de monitorizao e avaliao.
8.2.3. Opportunities
- Support applications that are in constant development in the Information System of the University of Porto
(SIGARRA), provide valuable assistance to the Director in the preparation and analysis of the study cycle
monitoring report. The advantages associated to the adoption of this tool are mainly related to the simplification of
the procedures for monitoring and evaluation.
8.2.4. Constrangimentos
- As regras de avaliao de desempenho podem condicionar a disponibilidade de docentes para tarefas de gesto.
- Pesos relativamente baixos nos editais de concursos acadmicos atribudos s atividades de gesto podem
igualmente condicionar o interesse do corpo docente para estas atividades, bem como a sua dedicao a
processos de controlo e garantia de qualidade do ciclo de estudos.
8.2.4. Threats
- Rules of performance assessment of the academic teaching staff may constrain their availability for management
tasks.
- Relatively low weights in the academic contest edictal attributed to management activities can equally limit the
interest of the teaching staff towards these activities, as well as their dedication to processes of control and quality
assurance of the study cycle.
8.3.1. Strengths
- In general, the facilities at the organic unit (FEUP) and department (DEQ) are of good quality and appropriately
sized. This can be said about the whole campus (where a good library is located with numerous electronic
resources, several informatics rooms with PCs are available for classes and homework, wireless access throughout
the campus, etc.), and also the teaching labs in the Chem. Eng. Dept., in which a strong investment has been made
in the last 10 years.
- There is a systematic investment policy at the faculty in the field of information and communication technologies
(ICTs).
- There are numerous bilateral agreements with universities and companies, allowing for the involvement of
students in different mobility programmes. In the particular case of Chem. Eng., a strong effort has been made to
strengthen collaborations with higher education institutions of reference (e.g. TU Delft, TU Eindhoven, etc.), as well
as with reputable companies and R&D centres in Portugal and abroad.
8.3.2. Weaknesses
- There are some classroom problems, in terms of space, availability, and acoustics.
- The current size of FEUP is reflected in a complex process to ensure the most appropriate timetables and rooms
for classes and exams.
- The lack of university residences, in sufficient number to meet student demand, particularly foreign students, is
also a cause for concern that results from the high number of students coming to the University of Porto.
8.3.3. Oportunidades
- A explorao do potencial existente nos mercados da Amrica Latina (nomeadamente do Brasil) e de frica. Isto
refletiu-se j no ano letivo de 2012/2013, no mbito do Programa Cincia sem Fronteiras, em que o MIEQ foi o CE,
de todas as reas, que mais procura teve em todo o pas, como 1 opo dos candidatos brasileiros.
- O potencial destes pases e de outros de lngua oficial portuguesa pode igualmente ser explorado atravs de
cursos de ensino distncia, aes de e-learning, aes de formao, etc.
8.3.3. Opportunities
- Exploiting the potential that exists in Latin-American (particularly Brazil) and African markets. This was clearly
reflected in the academic year 2012/2013, in the scope of the Science without Borders programme (Cincia sem
Fronteiras), wherein the MIEQ was the course, among all the areas, with higher demand throughout the country, as
1st choice of the Brazilian candidates.
- The potential of these and other Portuguese-speaking countries can also be explored through distance learning
courses, e-learning activities, training activities, etc.
8.3.4. Constrangimentos
- O contexto da mobilidade, ajustado para o sistema europeu de ensino superior (Bolonha), em que os pases mais
ricos e desenvolvidos exercem uma grande atrao sobre os nossos melhores estudantes. O mercado global, e
com a situao financeira atual em Portugal, tais circunstncias claramente oferecem boas oportunidades de
emprego, embora afetando a competitividade nacional.
- A insuficincia no campus da FEUP em termos de espaos de convvio e restaurao.
8.3.4. Threats
- The mobility context, adjusted to the European higher education system (Bologna), in which the richer and more
developed countries lure on our best students. The market is global, and with the current financial situation in
Portugal, such circumstances clearly provide good employment opportunities, albeit affecting national
competitiveness.
- The lack of social gathering spaces and restaurants at FEUPs campus.
8.4.1. Strengths
- The gradual increase of the requirements necessary for the progress of the academic career, and for the eligibility
of several positions (from Assistant to Full-Professor), guarantee a high quality of the MIEQ teaching staff.
- The great majority of the MIEQ teaching staff has a full-time commitment to the school, and develop research
activities integrated into research units. At the Chemical Engineering Department (DEQ), responsible for the
Integrated Masters in Chemical Engineering, all teaching staff members hold a PhD and, the vast majority, belongs
to research groups with an excellent classification from the National Science Foundation (FCT). As a result, the
Chemical Engineering area appears, within the University of Porto, as one of the best positioned in various
international rankings, and usually occupying the 1st position in Portugal.
- The increase in the average qualification of the non-teaching staff adjusts to the increased complexity and service
needs.
8.4.2. Weaknesses
- The existence of a high level of "inbreeding", because about 58% of the MIEQ teachers with a PhD (around 67% in
the case of the permanent staff from the Chem. Eng. Department) received their PhD degree from the University of
Porto.
- A very low level of internationalisation, in terms of teaching staff recruitment.
8.4.3. Oportunidades
- A crescente ligao dos docentes do MIEQ a nvel internacional, por via de projetos europeus e outros, poder
proporcionar uma maior mobilidade de docentes. A este respeito convm realar, por exemplo, as bolsas do
European Research Council (ERC) atribudas recentemente a 2 docentes do MIEQ (uma Starting Grant, no valor de
cerca de 1 M - Manuel Alves, e uma Advanced Grant, no valor de cerca de 2 M - Adlio Mendes).
- A excelente rede de relacionamento com a indstria por parte de alguns dos docentes do MIEQ facilita a
incorporao de especialistas em palestras convidadas, ou mesmo na lecionao de UCs com esse cariz, como j
acontece por exemplo no Projeto de Engenharia.
- Existe uma poltica ativa, ao nvel da escola, para a formao do corpo docente em novas metodologias
pedaggicas. Os docentes podem vir a tirar partido dessa experincia, o mesmo acontecendo com o pessoal no
docente, a quem so oferecidas muitas aes de formao, em diversos domnios importantes para o CE.
8.4.3. Opportunities
- The growing international connections of the MIEQ teachers, through European and other projects, can provide
greater mobility of teachers. Regarding the latter, it should be noted, for example, the grants from the European
Research Council (ERC) recently awarded to two professors of the MIEQ (one Starting Grant in the amount of about
1 M - Manuel Alves, and an Advanced Grant in the amount of about 2 M - Adlio Mendes).
- The excellent relationship network with the industry by some MIEQ teachers facilitates the incorporation of
experts in conferences, or even in lecturing some curricular units, as already happens for example in the
Engineering Project.
- There is an active policy, at the faculty level, for training teachers in new pedagogic methods. Teachers may
therefore take advantage of this experience, as the same happening with non-teaching staff members, to whom
many training activities are offered in various fields relevant to the study cycle.
8.4.4. Constrangimentos
- A idade mdia do corpo docente de Engenharia Qumica de 50 anos, o que, para alm do quadro legal e
conjuntura econmica atual, pode limitar a flexibilidade para a renovao de pessoal a mdio prazo. Isso faz com
que exista uma certa frustrao, percetvel em alguns professores Auxiliares/Associados, particularmente no Dept.
de Engenharia Qumica.
- O desempenho pedaggico dos docentes levado em conta de forma insuficiente na sua avaliao global,
embora os mecanismos existentes dificultem o emprego de maior ponderao nestas rubricas.
- Falta uma avaliao sistemtica da eficcia na formao contnua de professores e do impacto dessa formao no
seu desempenho.
- No MIEQ tem-se uma razo n de estudantes por docente equivalente a tempo integral, eETI / dETI = 14,2 (dados
de 2012/13); tal indicador, embora baixo quando comparado com outros cursos de engenharia, justificado pela
forte componente laboratorial do ciclo de estudos.
8.4.4. Threats
- The average age of the Chemical Engineering teaching staff is ca. 50 years, which, apart from the current legal
framework and economic situation, can limit the flexibility for staff renewal in the medium term. This causes some
noticeable frustration by some Assistant/Associate Professors, particularly in the Chemical Engineering
department.
- The pedagogic performance of teachers is not significantly taken into account in their overall assessment,
although existing mechanisms make it difficult to employ a higher weight in these items.
- Lack of a systematic assessment of the effectiveness in training of teachers and the impact of such training on
their performance.
- At the MIEQ there is a number of students per full-time equivalent teacher ratio of 14.2 (data from 2012/13); such
an indicator, although low compared to other engineering degrees, is justified by the strong laboratory component
of the study cycle.
8.5.1. Strengths
- At the study cycle level, an effort has been made to integrate students into research environments, and both
creativity and innovation skills are encouraged.
- In recent years, there has been an increase in student bidirectional exchange under several international mobility
programmes.
- The existence of three specializations possibilities has widened the attractiveness spectrum for the Integrated
Master in Chemical Engineering, which is reflected in the number of 1st cycle applications, particularly in recent
years.
- The study cycle has been facing, in terms of national access, a supply over demand ratio that exceeds 5, and the
satisfaction of demand index (ratio of the number of candidates in 1st option and available places) exceeded 1.
- Students entering the Integrated Master in Chemical Engineering at FEUP have the highest application scores
among all state universities in Portugal for the same area (minimum marks of 16.03 in 2011/2012 and 15.83 in
2012/2013).
8.5.2. Weaknesses
- FEUPs current assessment regarding the integration and professional development of graduates may still be
considered insufficient. This assessment, when properly integrated and disseminated, can contribute to attract
more and better qualified students.
- No guidelines have yet been implemented at FEUP for making teaching in English mandatory, even at a 2nd cycle
level. This obviously affects the extent to which foreign students (specially European) are attracted to the course
and its corresponding international relevance.
- Despite the satisfaction of demand index being superior to 1, the number of students admitted into the course as
2nd/3rd choice is still high (27 in 2012/13).
8.5.3. Oportunidades
- O ingresso de estudantes, exceto para o 1 ano, organizado diretamente pela FEUP, atravs de um processo de
seleo composto pelo menos por uma avaliao curricular (com entrevista para desempate), que permite a
seleo mais eficiente de estudantes mais capazes. De salientar ainda que se encontram previstas vagas para
ingresso atravs de diversos regimes (Titulares de cursos mdios e superiores, Titulares de licenciatura em rea
adequada, Reingresso, Transferncia, Mudana de Curso, etc.).
- A qualidade, reconhecida internacionalmente, do MIEQ e do seu corpo docente, pode vir a ser mais valorizada e
melhor explorada para se atrarem mais estudantes estrangeiros. o caso dos estudantes Brasileiros, ou de outros
pases de lngua oficial Portuguesa, como alis foi bem patente no ano letivo 2012/13 (no mbito do Programa
Brasileiro Cincia sem Fronteiras, o MIEQ foi o CE, de todas as reas, que mais procura teve, em todo o pas, como
1 opo).
8.5.3. Opportunities
- The admission of students, except for the 1st year, is directly organised by FEUP, by means of a selection process
including at least a curricular review (with an interview for tie-break), which allows for a more efficient selection of
the best students. It is important to emphasize that opportunities for admission to the study cycle are provided
through various schemes (Holders of middle and high degrees, Holders of a 1st degree in the appropriate area,
Re-admission, Transfer, Change of Course, etc.).
- The internationally recognised quality of the MIEQ and its teaching staff can be more appreciated and more
efficiently explored to attract more foreign students. This is the case of Brazilian students, or from other
Portuguese speaking countries, as was evident in the 2012/13 academic year (in the scope of the Science without
Borders Brazilian programme - Cincia sem Fronteiras the MIEQ was the course, among all the areas, with more
demand, throughout the country, as 1st choice).
8.5.4. Constrangimentos
- A seleo e recrutamento de estudantes para o primeiro ano do ciclo de estudos so feitos, principalmente,
atravs de um concurso nacional, organizado pela CNAES (Comisso Nacional de Acesso ao Ensino Superior) A
FEUP s auxilia na definio dos critrios de seleo.
- O atual contexto socioeconmico pode levar a uma diminuio do nmero de estudantes a ingressar no sistema
de ensino superior.
8.5.4. Threats
- The selection and recruitment of students for the 1st year of the study cycle are made, primarily, through a
national competition, organised by CNAES (National Committee for Higher Education Access). FEUP only assists in
the definition of the criteria for selection.
- The current socio-economic context can lead to a decrease in the number of students being admitted to the higher
education system.
8.6. Processos
8.6.1. Strengths
- The procedures for assessing the teaching/learning process, through the evaluation of the students and teachers
performance in the classroom (undertaken by students), have proved to be robust. In the MIEQ, in particular, the
response rate to the pedagogical surveys was one of the highest at FEUP (46.5% in the 1st semester of 2012/13).
- Almost all the teaching processes and the great majority of the administrative processes are computerised, thus
strongly facilitating the procedures and communication. In addition, e-learning methodologies are strongly
encouraged, and such means are available on campus.
- Good rate (33 over 51) of responses to surveys (carried out by FEUP in 2012) to ex-students.
8.6.2. Weaknesses
- The use of uniform procedures in the various study cycles at FEUP/UPorto sometimes does not take into account
the specificities of a particular study cycle, leading to the occurrence of some inefficiencies and/or hasty and
inappropriate comparison of the study cycles with very different characteristics.
8.6.3. Oportunidades
- Possibilidade de tirar maior partido das tecnologias de informao atuais e fomentar a partilha de recursos a nvel
da FEUP/UPorto para otimizar processos e racionalizar a gesto desses mesmos recursos.
8.6.3. Opportunities
- Possibility of taking greater advantage of current information technologies and promote the sharing of resources
at FEUP/UPorto to optimise processes and rationalize the management of such resources.
8.6.4. Constrangimentos
- A reduo do financiamento para o ensino superior pblico poder ter consequncias negativas graves nos
processos atualmente existentes e na criao de novos processos, pela insuficincia de recursos para os executar.
8.6.4. Threats
- Reduced funding for public higher education can have serious negative impacts on current processes and in the
creation of new processes, due to the insufficiency of resources to implement them.
8.7. Resultados
8.7.1. Strengths
- Academic success: high average rate of approval in the curricular units with 83.5% for the ratio between approved
and evaluated and 73.9% for the ratio between approved and enrolled in 2011/12.
- In 2011/12 academic year, 87.5% of graduated students completed their study cycle in 5 or 6 years.
- Good results in the pedagogical surveys. For example, in 2012/13 (1st semester) and in a scale from 1-7, the
average values in the three dimensions analysed were:
Dimension curricular unit - 5.11 (2nd highest among all Integrated Masters at FEUP)
Dimension teacher 5.26 (3rd highest among all Integrated Masters at FEUP)
Dimension student 5.33 (2nd highest among all Integrated Masters at FEUP)
Information Sources: pedagogical surveys; statistics of the study cycle.
8.7.2. Weaknesses
- Students comment that teaching methods, namely the relation between theory and practise and the applicability
of the knowledge gained in the professional practise is sometimes inadequate.
- Employers complain that the graduates have in some cases either insufficient or poor behavioural (conflict
resolution, creativity, innovation, professional ethics, etc.) and communication skills.
8.7.3. Oportunidades
- Introduo de novos modelos pedaggicos que podem potenciar uma melhor qualidade do ensino e,
consequentemente, os resultados dos estudantes.
- Promoo da formao contnua (j disponvel na FEUP), permitindo aos estudantes escolherem a preparao
- Conferir formao de cariz mais prtico (na perspetiva industrial) para alm dos j existentes (nomeadamente
Dissertao em meio empresarial), por exemplo atravs de projetos extracurriculares em empresas.
- Se a conjuntura econmica do pas melhorar, pode-se vir a aumentar a taxa de empregabilidade: cerca de 24
meses aps a concluso do ciclo de estudos, 71,8% dos 64 estudantes que responderam ao inqurito
encontrava-se empregado (dados do estudo efetuado pelo Observatrio do Emprego da UP: O Emprego dos
Diplomados em 2010 da Universidade do Porto).
8.7.3. Opportunities
- Introduction of new pedagogical models that can promote a better quality of education and, consequently, student
results.
- Promotion of continuous training (already available at FEUP), allowing students to choose which is the most
suitable preparation for the professional life they seek to embrace.
- Provide more practical training (in the industrial perspective) in addition to the existing possibilities (namely
Dissertation in a business environment), for example through extracurricular projects in companies.
- If the economic situation of the country improves, there is the possibly of increasing the employment rate: about
24 months after the completion of their studies, 71.8% of the 64 students that have answered the inquiry were
employed (data from the study conducted by the Job Observatory: Employment of 2010 Graduates at the
University of Porto).
8.7.4. Constrangimentos
- O contexto econmico atual pode vir a prejudicar, no futuro, a empregabilidade dos graduados.
8.7.4. Threats
- The current economic context can come to hinder the employability of graduates in the near future.
9.1.1. Debilidades
a) Algumas unidades curriculares optativas com pouca procura dos estudantes podem vir a ter um impacto
negativo na sustentabilidade financeira do ciclo de estudos.
b) desejvel aumentar a formao com uma componente mais prtica (na perspetiva industrial), ou privilegiar o
contato com o mercado de trabalho (por exemplo atravs de projetos extracurriculares) antes da realizao da
Dissertao no 5 ano.
c) A inexistncia de um regime de precedncias em algumas unidades curriculares poder no cumprir as
melhores prticas de ensino.
d) Os estudantes do ensino secundrio (que so fortemente atrados por programas em medicina e cincias da
sade, e que mostram tambm alguma iliteracia cientfica e tecnolgica) no consideram as reas tecnolgicas
muito atrativas.
9.1.1. Weaknesses
a) Some elective curricular units with low demand by students may have a negative impact on the financial
sustainability of the study cycle.
b) - Further training with a more practical component is desirable (in an industrial perspective), or to increase the
contact with the labour market before conducting the Dissertation in the 5th academic year (for example,
extracurricular projects).
c) The absence of a precedence regime in some curricular units may not meet the best educational practises.
d) Secondary school students (who are strongly attracted to programmes in medicine and health sciences, and that
also display some technological and scientific illiteracy) do not consider technological areas very attractive.
b) Number of project offers and dissertation topics in companies; number of visits to companies; number of
seminars and conferences done in collaboration with firms; number of extracurricular projects per student during
the study cycle.
c) Approval or not of the proposal(s) to introduce precedencies in specific curricular units. Impact of such
measures on the academic success.
d) Number of dissemination activities of the study cycle (UP Exhibit- Mostra da UP-, Engineering Week- Semana
de Engenharia-, etc.); number of visitors from high school; impact of such measures on the attractiveness of the
study cycle.
9.2.1. Debilidades
a) Embora existam mecanismos de controlo da qualidade pedaggica e cientfica atravs dos rgos especficos,
seria de considerar outros meios de avaliao interna, independentes dos rgos de gesto do CE, no sentido de
permitir confrontar perspetivas e propor solues visando a melhoria da sua qualidade (por exemplo uma
Comisso de Acompanhamento externa).
b) Dificuldade em monitorizar os abandonos dos estudantes e respetivas causas.
c) As regras de avaliao de desempenho podem condicionar a disponibilidade de docentes para tarefas de
gesto, nomeadamente para se dedicarem a processos de controlo e garantia de qualidade do ciclo de estudos.
9.2.1. Weaknesses
a) Although there are mechanisms to control the pedagogic and scientific quality through specific entities, it would
be appropriate to consider other means of internal assessment, independent of the management bodies of the
study cycle, in order to allow confronting perspectives and propose solutions aiming at improving its quality (for
example, an external Monitoring Committee).
b) Difficulty in monitoring dropouts and corresponding causes.
c) Performance evaluation rules may condition the teaching staffs availability for management activities, namely for
engaging in control and quality assurance procedures of the study cycle.
a) Medium
b) High
c) Medium
9.3.1. Debilidades
a) Existem pequenos problemas em salas de aula, em termos de espao, disponibilidade e acstica.
b) A dimenso atual da FEUP reflete-se numa complexidade em garantir os horrios mais apropriados e salas para
aulas e exames.
c) O contexto da mobilidade, ajustado para o sistema europeu de ensino superior (Bolonha), em que os pases
mais ricos e desenvolvidos exercem uma grande atrao sobre os nossos melhores estudantes.
d) A falta de residncias universitrias, em nmero suficiente para responder procura dos estudantes,
particularmente dos estudantes estrangeiros.
e) A insuficincia de espaos de convvio e restaurao no campus.
9.3.1. Weaknesses
a) There are some classroom problems, in terms of space, availability, and acoustics.
b) The current dimension of FEUP is reflected in a complex process to ensure the most appropriate timetables and
rooms for classes and exams.
c) The mobility context, adjusted to the European higher education system (Bologna), in which the richer and more
developed countries lure our best students.
d) The lack of university residences in sufficient number to meet student demand, particularly foreign students.
e) The lack of social gathering spaces and restaurants at FEUPs campus.
b) 1-2 anos.
c) 2 anos.
d) Em contnuo.
e) Em contnuo.
9.4.1. Debilidades
a) Baixa taxa de envolvimento dos docentes do MIEQ em programas de mobilidade (e de envolvimento de docentes
estrangeiros no CE).
b) Existe um nvel baixo de internacionalizao (mais de metade dos professores do MIEQ fez o seu doutoramento
na UPorto) e de ligao indstria, em termos de recrutamento de pessoal docente.
c) O nmero de docentes envolvidos nos temas de dissertao em ambiente empresarial baixo.
9.4.1. Weaknesses
a) Low rate of involvement by the MIEQ teaching staff in mobility programmes (and of foreign teachers involvement
in the study cycle).
b) There is a low level of internationalisation (more than half of the MIEQ teaching staff carried out their PhDs in the
UPorto) and links to the industry, in terms of teaching staff recruitment.
c) The number of teachers involved in dissertations topics in a business environment is low.
9.5.1. Debilidades
a) Extenso em que os estudantes estrangeiros de lngua no oficial Portuguesa (em particular Europeus) so
9.5.1. Weaknesses
a) The extent to which foreign students from non-official Portuguese-speaking countries (especially Europeans) are
lured to the course and its corresponding international relevance.
b) The dissertation topics that are proposed to students often do not consider the profile of specialization (branch)
chosen by them.
c) FEUPs current evaluation in what concerns integration and professional development of graduate students may
still be considered insufficient.
d) Despite the fact that the satisfaction of demand index is higher than 1, the number of students that selected the
MIEQ as second/third choice is still high (27 in 2012/13, for a total of 65).
c) High
d) High
9.6. Processos
9.6.1. Debilidades
a) Existem trs fases de candidaturas para admisso dos estudantes para o primeiro ano do ciclo de estudos no
Concurso Nacional de Acesso, o que faz com que os estudantes colocados nas ltimas fases cheguem aps o
incio das aulas.
b) A aplicao de procedimentos uniformes aos vrios ciclos de estudos da FEUP/UPorto no tem, por vezes, em
conta as especificidades prprias de um determinado ciclo de estudos, levando ocorrncia de algumas
ineficincias e/ou precipitada e inapropriada comparao de ciclos de estudos com caratersticas bem diversas.
9.6.1. Weaknesses
a) There are three application phases for the admission of students to the first year of the study cycle in the Access
to Public Higher Education National Competition, which means that students placed in the last phases arrive after
classes have started.
b) The use of uniform procedures to the various study cycles at FEUP/UPorto sometimes does not take into
account the specificities of a particular study cycle, leading to the occurrence of some inefficiencies and/or hasty
and inappropriate comparison of the study cycles with very different characteristics.
such as its laboratorial nature, since it can negatively affect the MIEQ and other related courses with low ratios in
terms of number of students FTE/teaching staff FTE; etc.).
9.7. Resultados
9.7.1. Debilidades
a) Os estudantes referem que os mtodos de ensino, em particular a relao entre teoria e prtica e a aplicabilidade
do conhecimento adquirido na prtica profissional so por vezes inadequados.
b) Os empregadores referem que os graduados tm por vezes insuficientes ou deficientes capacidades
comportamentais (resoluo de conflitos, criatividade, inovao, tica profissional, etc.) e nalguns casos de
comunicao.
9.7.1. Weaknesses
a) Students comment that teaching methods, namely the relation between theory and practise and the applicability
of the knowledge gained in the professional practise is sometimes inadequate.
b) Employers report that graduates often have insufficient or deficient behavioural skills (conflict resolution,
creativity, innovation, professional ethics, etc.) and in some cases lack of communication skills.
b) 2-3 anos.
10.1.2.2. Grau:
Mestre
10.1.2.3. Ramo, variante, rea de especializao do mestrado ou especialidade do doutoramento (se aplicvel):
<sem resposta>
10.1.2.3. Branch, option, specialization area of the master or speciality of the PhD (if applicable):
<no answer>
<sem resposta>
10.2.2. Grau:
Mestre
10.2.3. Ramo, variante, rea de especializao do mestrado ou especialidade do doutoramento (se aplicvel):
<sem resposta>
10.2.3. Branch, option, specialization area of the master or speciality of the PhD (if applicable):
<no answer>
<sem resposta>
Mapa XIII
10.3.2. Instituio de ensino superior (preencher apenas quando diferente da instituio proponente mencionada em
A1):
<sem resposta>
10.3.3 Unidade Orgnica (preencher apenas quando diferente da unidade orgnica mencionada em A2.):
<sem resposta>
10.3.4. Categoria:
<sem resposta>
10.4. Organizao das Unidades Curriculares (apenas para as unidades curriculares novas)
Mapa XIV
10.4.1.2. Docente responsvel e respectiva carga lectiva na unidade curricular (preencher o nome completo):
<sem resposta>
10.4.1.3. Other academic staff and lecturing load in the curricular unit:
<no answer>
10.4.1.5. Syllabus:
<no answer>
10.4.1.6. Demonstrao da coerncia dos contedos programticos com os objectivos da unidade curricular.
<sem resposta>
10.4.1.6. Demonstration of the syllabus coherence with the curricular unit's objectives.
<no answer>
10.4.1.8. Demonstrao da coerncia das metodologias de ensino com os objectivos de aprendizagem da unidade
curricular.
<sem resposta>
10.4.1.8. Demonstration of the coherence between the teaching methodologies and the learning outcomes.
<no answer>