The European Project Semester at ISEP: Learning to Learn Engineering

The European Project Semester at ISEP (EPS@ISEP) is a one semester project-based learning programme addressed to engineering students from diverse scientific backgrounds and nationalities. The students, organized in multicultural teams, are challenged to solve real world multidisciplinary problems, accounting for 30 ECTU. The EPS package, although focused on project development (20 ECTU), includes a series of complementary seminars aimed at fostering soft, project-related and engineering transversal skills (10 ECTU). This paper presents the study plan, resources, operation and results of the EPS@ISEP that was created in 2011 to apply the best engineering education practices and promote the internationalization of ISEP. The results show that the EPS@ISEP students acquire during one semester the scientific, technical and soft competences necessary to propose, design and implement a solution for a multidisciplinary problem.

The European Project Semester at ISEP: the challenge of educating global engineers

Current engineering education challenges require approaches that promote scientific, technical, design and complementary skills while fostering autonomy, innovation and responsibility. The European Project Semester (EPS) at Instituto Superior de Engenharia do Porto (ISEP) (EPS@ISEP) is a one semester project-based learning programme (30 European Credit Transfer Units (ECTU)) for engineering students from diverse scientific backgrounds and nationalities that intends to address these goals. The students, organised in multidisciplinary and multicultural teams, are challenged to solve real multidisciplinary problems during one semester. The EPS package, although on project development (20 ECTU), includes a series of complementary seminars aimed at fostering soft, project-related and engineering transversal skills (10 ECTU). Hence, the students enrolled in this programme improve their transversal skills and learn, together and with the team of supervisors, subjects distinct from their core training. This paper presents the structure, implementation and results of the EPS@ISEP that was created in 2011 to apply the best engineering practices and promote internationalisation and engineering education innovation at ISEP.

Math without stress – an open online learning project

MOOC (as an acronym for Massive Open Online Courses) are a quite new model for the delivery of online learning to students. As “Massive” and “Online”, these courses are proposed to be accessible to many more learners than would be possible through conventional teaching. As “Open” they are (frequently) free of charge and participation is not limited by the geographical situation of the learners, creating new learning opportunities in Higher Education Institutions (HEI). In this paper we describe a recently started project “Matemática 100 STRESS” (Math Without STRESS) integrated in the e-IPP project | e-Learning Unit of Porto’s Polytechnic Institute (IPP) which has created its own MOOC platform and launched its first course – Probabilities and Combinatorics – in early June/2014. In this MOOC development were involved several lecturers from four of the seven IPP schools.

Virtual Communities of Practice: Design and Development of Support Platforms and Participation Fostering

Mestrado em Engenharia Informática - Área de Especialização em Sistemas Gráficos e Multimédia

An ontology roadmap for crowdsourcing innovation intermediaries

Ontologies have proliferated in the last years, essentially justified by the need of achieving a consensus in the multiple representations of reality inside computers, and therefore the accomplishment of interoperability between machines and systems. Ontologies provide an explicit conceptualization that describes the semantics of the data. Crowdsourcing innovation intermediaries are organizations that mediate the communication and relationship between companies that aspire to solve some problem or to take advantage of any business opportunity with a crowd that is prone to give ideas based on their knowledge, experience and wisdom, taking advantage of web 2.0 tools. Various ontologies have emerged, but at the best of our knowledge, there isn’t any ontology that represents the entire process of intermediation of crowdsourcing innovation. In this paper we present an ontology roadmap for developing crowdsourcing innovation ontology of the intermediation process. Over the years, several authors have proposed some distinct methodologies, by different proposals of combining practices, activities, languages, according to the project they were involved in. We start making a literature review on ontology building, and analyse and compare ontologies that propose the development from scratch with the ones that propose reusing other ontologies. We also review enterprise and innovation ontologies known in literature. Finally, are presented the criteria for selecting the methodology and the roadmap for building crowdsourcing innovation intermediary ontology.

Development of a system to monitor surfer’s balance and plantar pressure and surfboard’s movement

O uso da tecnologia tem crescido nas últimas décadas nas mais diversas áreas, seja na indústria ou no dia-a-dia, e é cada vez mais evidente os benefícios que traz. No desporto não é diferente. Cada dia surgem novos desenvolvimentos objetivando a melhoria do desempenho dos praticantes de atividades físicas, possibilitando atingir resultados nunca antes pensados. Além disto, a utilização da tecnologia no desporto permite a obtenção de dados biomecânicos que podem ser utilizados tanto no treinamento quando na melhoria da qualidade de vida dos atletas auxiliando na prevenção de lesões, por exemplo. Deste modo, o presente projeto se aplica na área do desporto, nomeadamente, na modalidade do surfe, onde a ausência de trabalhos científicos ainda é elevada, aliando a tecnologia eletrônica ao desporto para quantificar informações até então desconhecidas. Três fatores básicos de desempenho foram levantados, sendo eles: equilíbrio, posicionamento dos pés e movimentação da prancha de surfe. Estes fatores levaram ao desenvolvimento de um sistema capaz de medi-los dinamicamente através da medição das forças plantares e da rotação da prancha de surfe. Além da medição dos fatores, o sistema é capaz de armazenar os dados adquiridos localmente através de um cartão de memória, para posterior análise; e também enviá-los através de uma comunicação sem fio, permitindo a visualização do centro de pressões plantares; dos ângulos de rotação da prancha de surfe; e da ativação dos sensores; em tempo real. O dispositivo consiste em um sistema eletrônico embarcado composto por um microcontrolador ATMEGA1280; um circuito de aquisição e condicionamento de sinal analógico; uma central inercial; um módulo de comunicação sem fio RN131; e um conjunto de sensores de força Flexiforce. O firmware embarcado foi desenvolvido em linguagem C. O software Matlab foi utilizado para receção de dados e visualização em tempo real. Os testes realizados demostraram que o funcionamento do sistema atende aos requisitos propostos, fornecendo informação acerca do equilíbrio, através do centro de pressões; do posicionamento dos pés, através da distribuição das pressões plantares; e do movimento da prancha nos eixos pitch e roll, através da central inercial. O erro médio de medição de força verificado foi de -0.0012 ± 0.0064 N, enquanto a mínima distância alcançada na transmissão sem fios foi de 100 m. A potência medida do sistema foi de 330 mW.

Kiddo project

Trabalho de natureza profissional para a atribuição do Título de Especialista do Instituto Politécnico do Porto, na área de Design, defendido a 23-03-2015.

Math without stress: an open online learning project

MOOC (as an acronym for Massive Open Online Courses) are a quite new model for the delivery of online learning to students. As “Massive” and “Online”, these courses are proposed to be accessible to many more learners than would be possible through conventional teaching. As “Open” they are (frequently) free of charge and participation is not limited by the geographical situation of the learners, creating new learning opportunities in Higher Education Institutions (HEI). In this paper we describe a recently started project “Matemática 100 STRESS” (Math Without STRESS) integrated in the e-IPP project | e-Learning Unit of Porto’s Polytechnic Institute (IPP) which has created its own MOOC platform and launched its first course – Probabilities and Combinatorics – in early June/2014. In this MOOC development were involved several lecturers from four of the seven IPP schools.

Aquaponics System - An EPS@ISEP 2014 Spring Project

The goal of this project, one of the proposals of the EPS@ISEP 2014 Spring, was to develop an Aquaponics System. Over recent years Aquaponics systems have received increased attention due to its possibilities in helping reduce strain on resources within 1st and 3rd world countries. Aquaponics is the combination of Hydroponics and Aquaculture and mimics a natural environment in order to successfully apply and enhance the understanding of natural cycles within an indoor process. By using this knowledge of natural cycles it was possible to create a system with the capabilities similar to that of a natural environment with the benefits of electronic adaptions to enhance the overall efficiency of the system. The multinational team involved in its development was composed of five students, from five countries and fields of study. This paper covers their solution, involving overall design, the technology involved and the benefits it could bring to the current market. The team was able to achieve the final rendered Computer Aided Design (CAD) drawings, successfully performed all the electronic testing, and designed a solution under budget. Furthermore, the solution presented was deeply studied from the sustainability viewpoint and the team also developed a product specific marketing plan. Finally, the students involved in this project obtained new knowledge and skills.

Design and Implementation of a Biologically Inspired Swimming Robot - An EPS@ISEP 2014 Spring Project

This paper presents the development of a fish-like robot called Bro-Fish. Bro-Fish aims to be an educational toy dedicated to teaching mechanics, programming and the physics of floating objects to youngsters. The underlying intention is to awaken the interest of children for technology, especially biomimetic (biologically inspired) approaches, in order to promote sustainability and raise the level of ecological awareness. The main focus of this project was to create a robot with carangiform locomotion and controllable swimming, providing the opportunity to customize parts and experiment with the physics of floating objects. Therefore, the locomotion principles of fishes and mechanisms developed in related projects were analysed. Inspired by this background knowledge, a prototype was designed and implemented. The main achievement is the new tail mechanism that propels the robot. The tail resembles the undulation motion of fish bodies and is actuated in an innovative way, triggered by an elegant movement of a rotating helicoidal. First experimental tests revealed the potential of the proposed methodology to effectively generate forward propulsion.

Challenges in the creation and development of a mathematics MOOC

The fast development of distance learning tools such as Open Educational Resources (OER) and Massive Open Online Courses (MOOC or MOOCs) are indicators of a shift in the way in which digital teaching and learning are understood. MOOC are a new style of online classes that allow any person with web access, anywhere, usually free of charge, to participate through video lectures, computer graded tests and discussion forums. They have been capturing the attention of many higher education institutions around the world. This paper will give us an overview of the “Introduction to Differential Calculus” a MOOC Project, created by an engaged volunteer team of Mathematics lecturers from four schools of the Polytechnic Institute of Oporto (IPP). The MOOC theories and their popularity are presented and complemented by a discussion of some MOOC definitions and their inherent advantages and disadvantages. It will also explore what MOOC mean for Mathematics education. The Project development is revealed by focusing on used MOOC structure, as well as the quite a lot of types of course materials produced. It ends with a presentation of a short discussion about problems and challenges met throughout the development of the project. It is also our goal to contribute for a change in the way teaching and learning Mathematics is seen and practiced nowadays, trying to make education more accessible to as many people as possible and increase our institution (IPP) recognition.

Viva@Matemática project: a different way to see math

Viva@Mat is a project developed by four Math teachers from the School of Industrial Studies and Management (ESEIG) that was born with the fundamental objective of engaging ESEIG students with different math backgrounds in Math challenging activities. Some of these activities were transformed into real palpable materials and others into small interactive ones, being the great majority of them proposed by ESEIG’ students themselves. This small project rapidly grew into something we didn’t expect – it did flow over the walls of our institution to the general involving community – specifically to pre-university schools through the Viva@Math Exhibits – Orange, Blue and Green (the fourth, the Purple one is still in development). Nowadays, Viva@Math Exhibits – the public face of the Project – are itinerant and have been travelling between several, and different institutions (pre-university schools, preparatory schools, libraries, among others), around ESEIG and IPP area of influence and having registered visitors/participants of all ages. In this article we will describe the Viva@Math Project, its different activities that are categorized in some “great groups” like Numerical Trivia, Logic Activities and Mental Calculation, Puzzles, Geometric Curiosities, Magic Tricks, among others, designed to challenge students to use the underlying logical-mathematical reasoning to any ordinary and everyday activity. We will give specific and concrete examples of some of the activities developed and, also, reproduce of the general stimulating feedback the Project receives from the enrolled “actors” (teachers, students and their relatives, institutions, among others). We feel that this Project has become a small “bridge” between the pre-university schools and Higher Education Institutions (HEI), in trying to shorten the “gap” between the institutions of different levels of education and bring them to work together.

Integration of the project team in the classic maintenance cycle

A manutenção é uma área extremamente importante, principalmente na indústria. Devidamente organizada, permitirá um fluxo produtivo devidamente planeado e executado, que permitirá a qualquer empresa manter o nível de facturação desejado e o prazo de entrega acordado com os clientes. De outra forma, poderá originar o caos. No entanto, os desafios de gestão da produção mais correntes, nomeadamente através do Lean Manufacturing, passam a exigir um pouco mais do que uma simples manutenção. Torna-se obrigatório fazer análises económicas que permitam averiguar quando cada equipamento passa a exigir custos de manutenção excessivos, os quais poderão obrigar a um recondicionamento mais acentuado do equipamento, o qual pode passar inclusivamente por uma melhoria da sua performance. Nestes casos, terá que existir uma “cumplicidade” entre a Direcção de Produção e a Manutenção, no sentido de averiguar o melhor momento para proceder a uma melhoria do equipamento, numa perspectiva de funcionamento global em linha de produção, adaptando-o à performance que será exigida ao conjunto. Neste domínio, o Projecto passa a prestar um serviço valiosíssimo à empresa, integrando-se no conjunto Produção + Manutenção, criando valor na intervenção, através do desenvolvimento de um trabalho que permite não só repor o estado natural da produção, mas sim promover uma melhoria sustentada da mesma. Este trabalho pretende reflectir e avaliar a relevância do Projecto neste tipo de operações, contribuindo de uma forma sistemática e sustentada para a melhoria contínua dos processos de fabrico. É apresentado um caso de estudo que pretende validar todo o desenvolvimento anteriormente realizado na matéria.

Kitchen robot prod. line development. Proj. of Bowden cables cutting and thermal forming machine.

This document presents particular description of work done during student’s internship in PR Metal company realized as ERASMUS PROJECT at ISEP. All information including company’s description and its structure, overview of the problems and analyzed cases, all stages of projects from concept to conclusion can be found here. Description of work done during the internship is divided here into two pieces. First part concerns one activities of the company which is robotic chefs (kitchen robot) production line. Work, that was done for development of this line involved several tasks, among them: creating a single-worker montage station for screwing robots housing’s parts, improve security system for laser welding chamber, what particularly consists in designing automatically closing door system with special surface, that protects against destructive action of laser beam, test station for examination of durability of heating connectors, solving problem with rotors vibrations. Second part tells about main task, realized in second half of internship and stands a complete description of machine development and design. The machine is a part of car handle latch cable production line and its tasks are: cutting cable to required length and hot-forming plastic cover for further assembly needs.