Learning outcomes of the curricular unit (knowledge, skills and competences to be developed by the students)
Understanding of the production chain, the technologies involved, from conception to consumption; the components of a project; team work; preliminary study; tracking and execution tasks; production, control and management; problem solution and argumentation capabilities; case studies; definition of required specifications; proficiency in the collection, selection, search and interpretation of pertinent information; communication skills: written and oral presentation.
Syllabus
Introduction and objectives. Team intervening in the project. Conception/development of products and their production. Organization and planning of production and their control: layout; organization and optimization of production lines. Legislation, standards,other documents. Cost evaluation. Facilities, materials and equipments. Practical preparation of a production line project. Preliminary study. Draft project. Project. Execution phases of a preliminary study: work distribution; available infrastructures (water, energy, sewage, roads, etc.); production related aspects; choosing equipments and production volumes. Project phases; collection of relevant information on the situation (needed and adequate facilities and equipments); execution of written specifications and drawings/plants. Other relevant features.
Demonstration of the syllabus coherence with the curricular unit's learning objectives
The syllabus contents will allow the integration of different components that contribute to the accomplishment of a project¿s execution and control of its objectives/execution at all levels. Students will be lead to acquire skills in the approach and interpretation of the objectives of production lines and the technologies and processing stages involved, as well as the establishment of a teams and of a project¿s components and production phase. At the same time they will have the opportunity of controlling technological and economic and financial results of the execution of the project, as well as legal and normative conditions.
Teaching methodologies (including evaluation)
Synchronous theoretical-practical sessions for the presentation of themes. Tutorials, in which: students prepare sessions to carry out the project development work; which may include contact with workshop facilities, laboratories or visits, for contact with business environments and testing of options; They will search, in a targeted way, for information that they deem relevant to carry out their tasks. All registered students are admitted to the exam.
Evaluation consists of the elaboration of an individual industrial project, with delivery and presentation of 4 worksheets (each worth 5 points). Exemption corresponds to the achievement of an average of 10 or more values, and none of the evaluation elements can have a grade lower than 8 values. Exam: written exam corresponds to the theoretical part and the practical part (30% + 70%), those who delivered the worksheets and obtained a positive grade only do the theoretical part of the exam (unless they want to better their grades).
Demonstration of the coherence between the teaching methodologies and the learning outcomes
In two theoretical-practical sessions students will acquire capability in approaching and interpreting of food production lines¿ objectives and the technologies and processing stages involved. The integration of knowledge will be achieved through tutorials, with ample student autonomy and responsibility in their own training, by attribution of project work in which they will, in a guided manner, produce a project. And will analyze and comment in a collaborative way the projects of other students, will understand and apply methodologies, stages and information relevant to their project work and/or its execution and control. The guided contact with legislation, standards and other documentation will allow them to explore and build an information repository that will support the skills they will be acquiring. Issues which may not be solved at the teacher-student level will be enlightened by visits, use of the school¿s pilot plants or by invitation of consulting professional experts.
Bibliography (Mandatory resources)
Fernandes, A. C. G. (2014) Projeto industrial de uma unidade de desidratação de frutos.
Trabalho de pesquisa da Unidade Curricular Projeto Industrial. Mestrado em Tecnologia Alimentar. Santarém. ESAS, 52 p. Gomes, A. et al. (2011). Projecto Street Food. Trabalho de pesquisa da Unidade Curricular Sistemas de Segurança Alimentar. Mestrado em Tecnologia Alimentar, ESAS, 267 p. Rodrigues, E. S. C. T. (2012). Projeto de construção de uma indústria de enchidos e produtos cárneos fumados. Caso prático de um projeto a implementar em Cabo Verde. Dissertação de Mestrado em Gestão da Qualidade e Segurança Alimentar. Instituto Politécnico de Leiria. Peniche: Escola Superior de Turismo e Tecnologia do Mar, 141 p. Tamietti, R. P. (2009) Engenharia de projetos industriais. Versão R1.0.0 (07/2009) - Draft curso EPI Unileste. Disciplina: Projetos industriais. Centro Universitário do Leste de Minas Gerais (Unileste). In https://www.scribd.com/doc/47600130/APOSTILA-PROJETOS-INDUSTRIAIS, a 03/03/2014
