Chemistry and Physics

Occurrence: 2024/25 - 1S

Courses

Hours Actually Taught

TCVE_1A

TCVE_RUNA_1

Learning outcomes and their compatibility with the teaching method (knowledge, skills and competencies to be developed by students)

It is intended that the student acquires knowledge and skills in the areas of chemical and physical sciences, which will be used in subsequent curricular units, develops calculations and correctly uses the laws of physics and chemistry in accordance with the International System of Units, among others, and develops interconnection capacities between theoretical knowledge and practical and laboratory application.

Syllabus

Chemical component.
1. Chemical elements. Atomic theory (Bohr model), electron configuration, periodic table, periodic properties, bioelements. 

Demonstration of the syllabus coherence with the curricular unit¿s learning objectives

Since Chemistry and Physics are experimental sciences, a review of the unit systems and dimensional analysis is made, and later, important chapters of Chemistry and Physics are approached, in order to provide students with theoretical and applied knowledge in key areas of their academic education.

Teaching and learning methodologies specific to the curricular unit articulated with the pedagogical model

Theoretical formation (T) applies the expository method aiming students to acquire fundamental theoretical concepts in chemistry and physics, important to their academic knowledge. Theoretical-practical (TP) focus on the application of concepts to practical cases, to endow students with the capacity to perform technological and analytical calculations; laboratory sessions (PL) are designed to apply concepts to practical situations in laboratory; tutorials (OT) aims the resolution of practical problems and structuring experiment reports.

Assessment

- Continuous Evaluation: mandatory attendance at 75% of the sessions, including all with evaluation elements;
- Written tests (PE) = 2; reports (PL) = 2;
- Formula waiver total: 0.65 (average PE) + 0.35 (average reports PL), the average waiver must be => 10, no assessment can be <8; there is partial dispensing with=> 10.
Students are admitted to final exam.

Demonstration of the coherence of teaching and evaluation methodologies between the learning objectives of the curricular unit

Theoretical formation (T) is based on thematic exposition sessions, with the intention that the student acquires fundamental theoretical concepts in the areas of Chemistry and Physics, important for their academic formation. The applied sessions focus on the application of concepts to the resolution of practical cases, aiming to provide students with the ability to perform technical and analytical calculations; practical and laboratory sessions (PL) aim the application of knowledge in the laboratory context; tutorial sessions (OT) aim to solve problems of application of the subject and to structure reports of practical work.

Bibliography (Mandatory resources)

Physics
ALMEIDA, G. (1988). Sistema Internacional de Unidades: Grandezas e Unidades Físicas. Plátano Editora
BAKER, J. (2007). Physics ideas. Quercus Pub. Pic., London.
CENGEL, Y.A.; BOLES, M. A. (2001) Termodinâmica; Rodrigues, E.; Ferreira, J.P.; Martins, J. [trad. pt]. 3ª Ed. Mc Graw-Hill de Portugal, Lisboa.
OLIVEIRA, L.A.; LOPES, A.G. (2007). Mecânica dos fluidos. ETEP: LIDEL, Lisboa.
SALGUEIRO, L.; FERREIRA, J.G. (1991). Introdução à Biofísica. Fundação Calouste Gulbenkian, Lisboa. 515pp.
Chemistry 
CHANG, R.; GOLDSBY, K. (2013). Química. 11ª Ed. [trad. pt]. Mc Graw-Hill, Eurobooks Ed., Lda; Grupo A Portugal, Lisboa. 1085pp.
HILL, J.; BAUM, S.J.; FEIGL, D.M. (1997). Chemistry and Life. 5th Ed. Prentice Hall, New Jersey. 789pp
PERTIERRA, A.G. (1990). Fundamentos de Química Biológica [trad. pt]. Mc Graw-Hill - Interamericana Española, Madrid. 753pp.
SACKHEIM, G.I.; LEHMAN, D.D. (1998). Chemistry for the Health Sciences. 8th Ed. Prentice Hall, New Jersey. 643pp. 

Observations