PC1. Function. Elementar functions, Different type of functions. Operations with functions. Logaritmic and trigonometric functions.
PC2. Limits of a function at a point, Continuity at a point. Assimptotic lines.
PC3. Derivative of a function at a point. Derivative rules. Optimization problems.
PC4. Derivative of composed functions – chain rule. Derivative of the inverse function.
PC5. Linear approximation and Taylor approximation.
PC6. Solving linear equation systems. Matrices and operations. Inverting matrices. Determinants and properties. Linear transformations.
PC7. Real vector space. Inner product. Parallelism and perpendicularity.
PC8. Eigenvalues, eigenvectores and matrix diagonalization.

Approval requires a final grade of no less than 10 points (out of 20) in one of the following modalities:
- Continuous Assessment:
* 3 tests (T1, T2, T3), with a minimum score of 7.0 points (out of 20), weightint 30% each
* autonomous work in moodle, with a weight of 5%
* critical reflection report on the use of Artificial Intelligence throughout the semeste, with a weight of 5%
* T1 and T2 are taken during the semester
* T3 is taken on the date of the 1st exam period
* T1 or T2 may be retaken on the date of the 1st exam period
or
- Final Exam Assessment (100%).

Oral examinations may be conducted if the instructor deems it appropriate.
Grades above 17 points must be defended in an oral exam.

The Course Unit Coordinator may require a supplementary oral discussion regarding any assessment component/instrument provided for in this Course Unit Description whenever deemed necessary to confirm the acquisition of the knowledge and competencies being assessed, or to clarify discrepancies between different assessment components.

The supplementary oral discussion does not constitute an independent assessment instrument, carries no separate weighting in the final course unit grade, and is intended exclusively to validate the grade awarded for the respective assessment component/instrument. The grade previously assigned to that component/instrument shall be considered provisional until the supplementary oral discussion has taken place and may be confirmed or revised in light of the validation conducted and the applicable assessment criteria.

The student shall be notified of the supplementary oral discussion at least 24 hours in advance, with the date and time of the discussion specified in the notification. Failure to attend, without a valid justification, shall render validation of the respective assessment component/instrument impossible, and the consequences applicable to its non-completion or withdrawal shall apply.

Mandatory

Stewart, J. (2022). Cálculo, Vol I, Cengage Learning, (9a Ed.)
Cabral I., Perdigão, C. e Saiago, C. (2018). Álgebra Linear: Teoria, Exercícios Resolvidos e Exercícios Propostos com Soluções, Escolar Editora
Magalhães, L.T. (2004). Álgebra Linear como Introdução a Matemática Aplicada, 8ª edição, Texto Editora

Optional

Campos Ferreira, J. (2018). Introdução à Análise Matemática, Fundação Calouste Gulbenkian
Goldstein, L. (2011). Matemática Aplicada a Economia. Administração e Contabilidade, (12a edição) Editora Bookman
Strang, G., (2007) Computational Science and Engineering, Wellesley-Cambridge Press.

The Syllabus contents are:
S1 - Foundations of drawing and techniques to represent objects;
S2 - Foundations of perspective and large scale drawing;
S3 - Field sketching and space representation;
S4 - Introduction to 3D modelling with Rhinoceros;
S5 - Geometric modelling with Rhinoceros;
S6 - Foundations of 3D printing and working with printers;
S7 - Concept and object development/Final project

Due to the practical nature of the CU, there is only assessment throughout the semester and no exam.

In the initial phase of the semester, which includes manual drawing, drawings made in class and field drawings begun in class and improved or finalised outside of class will be assessed, in an individual portfolio, with a weight of 30%.

There will be an individual test with a 3D modelling exercise in Rhinoceros, worth 30% of the grade.

There will be a third assessment stage, in which students must present the project, as well as the final model created in Rhinoceros with its 3D printout, in groups, worth 40% of the grade.

Students may not score less than 7.5 in any assessment element. A supplementary oral assessment may be carried out in addition to any assessment method or to validate the final grade.
A minimum attendance of no less than 2/3 of classes is required.
There is no exam.

Mandatory

Melendez, F. (2019). Drawing from the Model: Fundamentals of Digital Drawing, 3D Modeling, and Visual Programming in Architectural Design. Wiley.

Ching, F. P. K., & Juroszek, S. P. (2010). Design Drawing. Wiley.

Ching, F. P. K. (2015). Architectural Graphics. Wiley.

Barber, B. (2010). The Fundamentals of Drawing. London: Arcturus.

Belardi, P., & Nowak, Z. (2014). Why Architects Still Draw. Cambridge: The MIT Press.

Cunha, L. V. (2002). Desenho Técnico. Lisboa: Gulbenkian.

D'Amelio, J. (2004). Perspective Drawing Handbook. New York: Dover Publications.

Jha, S. (2019). Rhinoceros 3D Exercises: 200 3D Practice Exercises for Rhinoceros 3D and Other Feature-Based 3D Modeling Software.

Kloski, L., & Kloski, N. (2021). Getting Started with 3D Printing: A Hands-on Guide to the Hardware, Software, and Services That Make the 3D Printing Ecosystem (2nd ed.). Make Community.

Norling, E. R. (1999). Perspective Made Easy.

Optional

Robbins, E. (1994). Why Architects Draw (Architects - Interviews). Massachusetts: The MIT Press.

Cabezas, L., & Ortega, L. F. (2001). Análisis Gráfico y Representación Geométrica. Barcelona: Adiciones Universitat de Barcelona.

Sale, T., & Betti, C. (2004). Drawing: A Contemporary Approach. Belmont: Wadsworth Group/Thompson Learning.

The syllabus is organized as follows:
CP1. Built environment, scales of intervention, relationships between territory, cities, infrastructure and buildings, and the life cycle of construction projects.
CP2. Construction industry ecosystem, structure and markets, value chain, stakeholders, responsibilities and main project stages.
CP3. Construction economics, financing arrangements, types of construction contracts and procurement models, price formation, construction costs, total investment, comparison of proposals and risks.
CP4. Spatial and urban planning, principles and instruments, land classification and qualification, permitted uses, development capacity and constraints.
CP5. Legal and regulatory framework, development operations, development control procedures and requirements applicable to construction.
CP6. Sustainable construction, environmental and social impacts, resource efficiency and circular economy principles.

Assessment is conducted throughout the semester, with no final examination. In line with the Iscte-Sintra learning methodology, which promotes initiative, the practical application of knowledge and autonomous student work, assessment comprises an Integrative Project, an Individual Discussion and In-class Mini-Tests.
• Integrative Project (60%)
Applied to a real or simulated construction project, using drawings, digital models, spatial information, price sources and spreadsheets.
The project is developed in three phases:
Phase 1 – Spatial planning and regulatory framework: Characterisation of the project and site, consultation of spatial planning instruments, and identification of planing regulations, constraints, stakeholders and applicable procedures.
Phase 2 – Quantity take-off and cost estimating: Measurement of quantities from the information provided, consultation of unit prices and preparation of a preliminary cost estimate using digital tools, including an estimate of construction costs and total investment.
Phase 3 – Analysis and communication: Analysis of financing arrangements, types of construction contracts and procurement models, comparison of proposals, and identification of the main cost and time risks. Decisions should consider sustainable construction principles. Results are communicated through a digital dossier or dashboard.
• Individual Discussion (20%)
During the individual discussion, students justify and defend the choices and results of the group project, demonstrating their knowledge of the concepts, methods and tools covered in the curricular unit.
• Mini-Tests (20%)
Mini-tests lasting 15 to 20 minutes are completed at the end of selected classes and cover the topics taught and the preparatory material. The mini-test with the lowest mark is disregarded.
• Approval
A minimum mark of 7.5 in each assessment component are required.
Students must attend at least two-thirds of classes and participate in scheduled study visits and guest lectures.
The use of artificial intelligence tools must be identified and justified.

Mandatory

Kibert, C. J. (2022). Sustainable Construction: Green Building Design and Delivery. ISBN 978-1119706458.

Cheshire, D. (2016). Building Revolutions: Applying the Circular Economy to the Built Environment. RIBA Publishing. ISBN 9781859466452.

Seaton, H. (2021). The Construction Technology Handbook. Wiley. ISBN 978-1-119-71995-3.

Pereira, T. D. (2019). Gestão de projeto e contratação de empreitadas de obras. ISBN 9789892609812.

Dicionário Online de Engenharia Civil e Construção Civil. Retrieved from https://www.engenhariacivil.com/dicionario/

Frendo, E. (2012). English for Construction Level 1 (1st ed.). Pearson Education ESL. ISBN 978-1408269916.

Pereira, T. D. (2019). Gestão de projeto e contratação de empreitadas de obras. ISBN 9789892609812.

Optional

Mann, T. (1992). Building Economics for Architects. Van Nostrand Reinhold. ISBN 9780442003890.

Branco, J. P. (1993). Dicionário Técnico de Construção Civil. Editor: E. P. Gustave Eiffel. ISBN 9789728326333.

Bonifácio, H., Sousa, P. F., & Rodrigues, M. J. (1990). Vocabulário Técnico e Crítico de Arquitectura. Quimera Editores.

McEwan, J., & Glendinning, E. (2006). Oxford English for Information Technology: Student Book. Oxford University ELT. ISBN 978-0194574921.

Stein, J. (1986). Construction Glossary: An Encyclopedic Reference and Manual. Wiley. ISBN 978-0471857365.

Mann, T. (1992). Building Economics for Architects. Van Nostrand Reinhold. ISBN 9780442003890.

Brooks, H., & Anderson, J. P. (2017). Encyclopedia of Building and Construction Terms: The Language of the Construction. HBA Publications. ISBN 978-0976836483.

BBN. (2014). Construction Dictionary, Pocket Edition. BNI Publications. ISBN 978-1557011817.

RSMeans. (2012). Illustrated Construction Dictionary. RSMeans. ISBN 978-1118133521.

Martín, J. N., & Velez, J. D. (2019). Gestão e Fiscalização de Empreitadas. ISBN 9789897522079.

The syllabus is divided in the following contents:
CP1. Origin of matter and fundamental laws.
CP2. Introduction to Materials Science.
CP3. Functional requirements and application of materials in construction.
CP4. The main building materials and their application: stone, earth, wood, metals, ceramics, hydraulic and non-hydraulic binders, glass, bituminous materials, polymer-plastics, advanced materials.

There are two assessment methods:
1. Assessment throughout the semester:
- Group presentation of a material (25%)
- Construction and Testing of Spaghetti Bridges, in groups (25%)
- Individual test (50%)

A minimum grade of 9.5 is required in each assessment component throughout the semester. A minimum attendance of at least 2/3 of the classes is required.

2. Assessment by Exam
Students who did not pass the assessment throughout the semester or wish to improve their grade may take a written exam.

A supplementary oral assessment may be carried out in addition to any assessment method or to validate the final grade.

Mandatory

Lyons, A. (2020). Materials for Engineers and Architects. Routledge.
Taylor, G. D. (2000). Materials in Construction: An Introduction. Pearson Education. ISBN 9780582368897.
Hegger. (2006). Construction Materials Manual. Birkhäuser, Edition Detail.
Fernandez, J. (2006). Material Architecture: Emergent Materials for Innovative Buildings and Ecological Construction. Oxford: Architectural Press.

Optional

Instituto Geológico e Mineiro. (1983). Catálogo das Rochas Ornamentais Portuguesas.
Carvalho, A. Madeiras Portuguesas. Volumes I e II. Instituto Florestal, Lisboa. ISBN 972-8097-23-9.

1. Transformations of work and employment: from the industrial society to the information and knowledge society
2. The challenge of studying work, organisations and technology
3. Rights and duties in the world of work
4. Social theories of technology: impacts, conflicts and assessments
5. Development, innovation and social inequalities
6. The future of work: prospective scenarios and dimensions of analysis
7. Responsibility and ethics in today’s workplace and organisations
8. Precarity in the digital age: concept, forms and practices of precarity
9. Trade unions and companies: participation, representation and collective bargaining
10. Digital transformation in Portugal: advancements and public policies

Assessment throughout the semester:
– Attendance and participation in classes, accounting for 10% of the final mark. A minimum attendance of ⅔ of the classes is required;
– Flipped classroom session, accounting for 20% of the final mark;
– Group assignment, accounting for a total of 35% of the final mark (15% for the written assignment and 20% for the discussion of the assignment);
– Individual written examination, accounting for 35% of the final mark.
Each assessment component has a minimum mark of 8. The final average of the various components must be 9.5 or above.

Exam-based assessment: individual written examination, accounting for 100% of the final mark, with a minimum mark of 9.5.

Mandatory

Agrawal, A., Gans, J, & Goldfarb, A. (2018). Prediction machines. Harvard Business Review Press.
Autor, D. (2022). The labour market impacts of technological change. Working Paper 30074, NBER Working Paper Series.
Benanav, A. (2020). Automation and the future of work. Verso.
Braun, J., Archer, M., Reichberg, G., & Sorondo, M. (2021). Robotics, AI and humanity. Springer.
Crawford, C. (2021). The atlas of AI. Power, politics, and the planetary costs of artificial intelligence. Yale University Press.
Edgell, S., & Granter, E. (2020). The sociology of work: Continuity and change in paid and unpaid work. Sage Publications.
Grunwald, A. (2018). Technology assessment in practice and theory. Routledge.
Organização Internacional do Trabalho (2020). As plataformas digitais e o futuro do trabalho. International Labour Office.
Wilkinson, A., & Barry, M. (Eds.) (2021). The future of work and employment. Edward Elgar.
Zuboff, S. (2019). The age of surveillance capitalism. Public Affairs.

Optional

Casilli, A. (2021). Waiting for robots: The ever-elusive myth of automation and the global exploitation of digital labor. Sociologias 57, 112-133.
Cerejeira, J., & Lopes, H. (2023). Economia do trabalho: Mercados e instituições. Edições Almedina.
Estanque, E., Costa, H. A., Fonseca, D., & Santos, A. (2018). Digitalização e precariedade laboral: Novos desafios para o sindicalismo e os movimentos sociais no contexto português. Século XXI, 8(2), 589-621.
Eurofound - European Foundation for the Improvement of Living and Working Conditions (2020). Game-changing technologies: Transforming production and employment in Europe. Publications Office of the European Union.
Hoff, S. S., Langheinrich, M., Hoff, J., Wendehorst, C., Pfeffer, J., Fuchs, T., & Grunwald, A. (2026), The power of 10: New rules for the digital world. Communications of the Association for Computing Machinery, 69(7), 46-59.
International Labour Organisation (2019). Work for a brighter future – Global Commission on the Future of Work. International Labour Office.
Lee, H., Sarkar, A., Tankelevitch, L., Drosos, I., Rintel, S., Banks, R., & Wilson, N. (2025). The impact of generative AI on critical thinking: Self-reported reductions in cognitive effort and confidence effects from a survey of knowledge workers. Proceedings of the 2025 CHI Conference on Human Factors in Computing Systems, Association for Computing Machinery, Article 1121, 1-22.
Organisation for Economic Co-operation and Development (2019). How’s life in the digital age? OECD Publishing.
Standing, G. (2014), The precariat – The new dangerous class. Bloomsbury.
Wajcman, J., & Dodd, N. (2017). The sociology of speed: Digital, organizational, and social temporalities. Oxford University Press.
World Economic Forum (2025). Future of jobs report 2025. World Economic Forum.

CP1 - Introduction to AI and Generative AI:
* Theoretical exposition on the historical context, evolution and important concepts about Artificial Intelligence (AI) and Generative AI
CP2 - Prompt Engineering:
* Explanation of good practices for interacting with generative language models
CP3 - Generative AI Tools:
* Exploration of multiple Generative AI tools, based on text, images and videos
CP4 - Formation of argumentative content:
* Development of creative solutions using argumentation practices and Generative AI tools
CP5 - Rules for scientific writing:
* Application of citation and referencing standards (APA standards) in academic writing

Assessment throughout the semester includes the following activities:
1. Individual activities (50%): will include assessment elements related to prompt engineering, the responsible use of Generative AI, and also oral defense in the group presentation.
2. Group activities (50%) [ students are organized into groups of up to 5 members, formed randomly]: will include the creation, revision, editing, and validation of AI-generated content, as well as the appropriate, strategic, and responsible use of generative AI tools and techniques, throughout the group work during classes, culminating in a presentation and peer review session in the final class.

General Considerations:
Given the theoretical-practical and applied nature of the UC, the assessment takes place in the form of assessment throughout the semester, with assessment by exam not being foreseen. Assessment in the 2nd season and special season will have an alternative assessment method, so any students wishing to carry out the assessment in these seasons must first contact the teacher to be informed of the assessment procedure.

For assessment purposes throughout the semester, attendance and participation in at least 80% of classes and having more than 7 points in each of the assessments is mandatory. Approval requires a minimum final grade of 10 points and compliance with the attendance and participation requirement mentioned above.
The group will have to ensure that there is at least one computer for each group to allow activities to be carried out in the classroom.

The curricular unit coordinator may determine the holding of a complementary oral discussion regarding any assessment element/instrument provided for in this Curricular Unit Sheet, whenever this proves necessary to confirm the acquisition of the knowledge and skills assessed, or clarify discrepancies between different assessment elements.

The complementary oral discussion does not constitute an autonomous assessment instrument, does not have its own weight in the final classification of the curricular unit and is intended exclusively for validating the classification of the respective assessment element/instrument. The classification previously assigned to this element/instrument is provisional in nature until the complementary oral discussion is carried out, and may be confirmed or revised depending on the validation carried out and the applicable evaluation criteria.

Mandatory

Ribeiro, A. & Rosa, A. (2024). Descobrindo o potencial do CHATGPT em sala de aula: guia para professores e alunos. Atlantic Books.
Cotton, D. R., Cotton, P. A., & Shipway, J. R. (2024). Chatting and cheating: Ensuring academic integrity in the era of ChatGPT. Innovations in education and teaching international, 61(2), 228-239.
d’Alte, P., & d’Alte, L. (2023). Para uma avaliação do ChatGPT como ferramenta auxiliar de escrita de textos acadêmicos. Revista Bibliomar, São Luís, 22(1), 122-138. DOI: 10.18764/2526-6160v22n1.2023.6.
Kasneci, E., Seßler, K., Küchemann, S., Bannert, M., Dementieva, D., Fischer, F., ... & Kasneci, G. (2023). ChatGPT for good? On opportunities and challenges of large language models for education. Learning and individual differences, 103, 102274.

Optional

Cowen, T., & Tabarrok, A. T. (2023). How to learn and teach economics with large language models, including GPT. GMU Working Paper in Economics No. 23-18. DOI: 10.2139/ssrn.4391863
Lund, B. D., Wang, T., Mannuru, N. R., Nie, B., Shimray, S., & Wang, Z. (2023). ChatGPT and a new academic reality: Artificial Intelligence‐written research papers and the ethics of the large language models in scholarly publishing.

The syllabus includes:
CP1. Building construction systems. Characteristics of materials and sustainability implications.
CP2. Vertical support systems, beams and floors: construction of concrete slabs and lightweight slabs; floor coverings.
CP3. Wall systems: Non-structural exterior walls; Non-structural interior walls; Exterior and interior wall coverings.
CP4. Roofing systems: Construction and coverings of sloping roofs; Construction and coverings of flat roofs. CP5. Technical construction details representative of the connections between construction elements, namely: spans, roof finishes, guardrails, low walls, stairs, skirting boards, tiles, among others.

Due to its practical and project-based nature, assessment takes place throughout the semester and consists of three components:
1 - Individual theoretical test on the construction systems presented (30%).
2 - Creation of physical models in a laboratory environment, in group (30%).
3 - Individual project developed throughout the semester using a collaborative methodology, carried out in conjunction with the Construction Information Modelling I course (40%). This project includes a final discussion, which takes place during the first exam period.
To pass, students must not have a grade lower than 7.5 in any of the assessment components. A supplementary oral assessment may be carried out in addition to any assessment method or to validate the final grade.
A minimum attendance of 2/3 of classes is required.
Participation in site visits is mandatory.
There is no exam in any of the phases.

Mandatory

Ching, F. D. K., Onouye, B. S., & Zuberbuhler, D. (2013). Building Structures Illustrated.

Kind-Barkauskas, F. (2013). Concrete Construction Manual. ISBN 9783955531638.

Watts, A. (2016). Modern Construction Handbook (4th ed.). Birkhäuser, Basel.

Ching, F. D. K. (2014). European Building Construction Illustrated.

Canha da Piedade, A., et al. (2009). Térmica de Edifícios. Orion. ISBN 9789728620134.

Hegger, M., et al. (2006). Construction Materials Manual. Birkhäuser, Edition Detail.

Optional

Lovell, J. (2013). Building Envelopes: An Integrated Approach. Princeton Architectural Press; 1st edition. ISBN 978-1568988184

Nicol, F. (2017). Adaptive Thermal Comfort: Principles and Practice. Routledge; 1st edition. ISBN 978-1138430808

Allen, E., & Iano, J. (2019). Fundamentals of Building Construction: Materials and Methods (7th ed.). Wiley.

Fleming, E. (2005). Construction Technology: An Illustrated Introduction. Blackwell.

Allen, E. (2005). How Buildings Work: The Natural Order of Architecture (3rd ed.). Oxford University Press.

The course contents (CP) are:
CP1. CP1. History and fundamentals of BIM methodology.
CP2. Modeling of reinforced concrete, wood, steel and mixed structures buildings.
CP3. Modeling architectural elements: walls, ceilings, spans, secondary elements.
CP4. Production of bill of quantities, drawings and annotations.
CP5. Collaborative platforms and work.

Assessment is throughout the semester and takes place during class, where the teacher checks weekly exercises, site visit and guest lectures' reports and class participation (50%). There is also an individual project developed throughout the semester and carried out in conjunction with the Construction Systems and Processes I CU (50%). The final discussion of the project, which takes place during the 1st Exam Season, and participation in site visits are compulsory.
Continuous assessment requires, also, a minimum attendance of 2/3 of the lessons actually taught. There's no miminum assessement grade for the evaluation elements, however, the average between the elements must be higher than 9.5 for CU approval.
Given the practical nature and assessment methodology of the course, there is no final exam.

Mandatory

HOLZER, D. (2016). The BIM manager's handbook: guidance for professionals in architecture, engineering, and construction. Wiley, ISBN 9781118982426

ROBERTI; F.; FERREIRA; D. (2021). Increasing Autodesk Revit Productivity for BIM Projects: A practical guide to using Revit workflows to improve productivity and efficiency in BIM projects. Packt Publishing.

BORRMANN A. (ed). (2018) Building information modeling : technology foundations and industry practice. Springer, ISBN: 9783319928623

SACKS, R., EASTMAN, C., LEE, G., TEICHOLZ, P. (2018). BIM Handbook: A guide to Building Information Modeling for owners, managers, designers, engineers and contractors. Wiley.

Optional

Pen State University (2020). Project Execution Planning Guide.CROTTY, R. (2011), The Impact of Building Information Modelling: Transforming Construction, Routledge; ISBN ‎ 978-0415601672

HARDIN, B.; MCCOOL, D. (2015), BIM and Construction Management: Proven Tools, Methods, and Workflows, Wiley; 2nd edition, ISBN‎ 978-1118942765

BIM dimensions - 3D, 4D, 5D, 6D BIM explained | NBS. (n.d.). Retrieved October 25th, 2022, from https://www.thenbs.com/knowledge/bim-dimensions-3d-4d-5d-6d-bim-explained

S1: Points and vectors in the plane and in space.
S2: Distances between points and from a point to a line. Plane sections and spherical surfaces. Measurements.
S3: Vectors and operations. Inner product. Properties of vectors. Parallelism and perpendicularity of vectors. Relative positions of lines and planes.
S4: Principal vector and equation of the line.
S5: Vector product. Vector normal to a plane and equations of the plane.
S6:  Parameterisation of curves in the plane and in space. Intersection of curves. Polar coordinates.
S7:  Conic sections (parabolas, hyperbolas, circles and ellipses).
S8:  Quantitative and qualitative variables in statistics. Data grouped into classes.
S9:  Relative and absolute frequencies. Location measures. Dispersion parameters. Correlation coefficients.
S10:  Basic concepts of inferential statistics.

Pass with a mark of not less than 10 (scale 1-20) in one of the following ways:
- Assessment throughout the semester: An assessment test (30%) carried out throughout the semester + weekly exercises (10%) + final test (TF) carried out on the date of the 1st term (60%).
The first assessment test has a minimum mark of 7.0.
The final test (FT) has a minimum mark of 7.0.

In order for the student to opt for assessment throughout the semester, a minimum attendance of no less than 2/3 of the classes is required.

or

- Assessment by Exam (100%).

Note: For this Course Unit, students must consult the Iscte Academic Code of Conduct, available on the institutional platforms, to ensure compliance with the established ethical and behavioral standards.

Mandatory

Strang, G., (2007) Computational Science and Engineering, Wellesley-Cambridge Press
Goldstein, L. (2011). Matemática Aplicada - Economia. Administração e Contabilidade, (12a edição) Editora Bookman.
Reis, E., Andrade, R., Calapez, T. e Melo, P. (2015). Estatística Aplicada, vol.1 (6a Ed.), Edições Silabo
Krishnan, V. (2015). Probability and Random Processes, Wiley.
Hanselman, D., Littlefield B. and MathWorks Inc. (1997). The Student Edition of MATLAB, 5th Version, Prentice-Hall
Silvestre, A. L. (2007). Análise de Dados e Estatística Descritiva. Lisboa: Escolar Editora
Curto, J. D. (2021). Estatística com R: Aprenda Fazendo, ISBN-13979-8531511492.

Optional

Campos Ferreira, J. (2018). Introdução à Análise Matemática, Fundação Calouste Gulbenkian.

S1. Introduction to Design Thinking

S2. Stage 1: Empathize

S3. Stage 2: Define the Problem

S4. Stages 3 and 4: Ideate and Prototype

S5. Stage 5: Test and Feedback

S6. Critical Reflection (2 hours)

The course unit adopts an active, project-based learning approach and is assessed through continuous assessment throughout the semester:

Class participation (20%): Assesses students' attendance, engagement, and contribution to classroom discussions and learning activities.
Individual project (40%): Students will develop an individual project applying the Design Thinking process to address a specific problem. Assessment will consider the application of the Design Thinking stages, the quality of the proposed solutions, and the level of creativity demonstrated.
Group project (40%): Students will work in teams to develop a collaborative project applying the Design Thinking process to address a real-world challenge. Assessment will be based on the application of the Design Thinking stages, the quality of the proposed solutions, and the effectiveness of teamwork and collaboration.

For all submitted assignments, the use of artificial intelligence (AI) tools must be transparent, explicitly declared, and compliant with Iscte's academic integrity regulations, through a signed declaration attached to the submitted work. Failure to provide this declaration or to disclose the use of AI technologies constitutes an academic misconduct offence under the Iscte Student Disciplinary Regulations.

Given the theoretical-practical and applied nature of the course unit, assessment is conducted exclusively through continuous assessment during the semester, and no final examination is offered. The final assessment of written assignments may include an individual oral examination to clarify or validate the submitted work.

Assessment during the resit period and the special assessment period will follow an alternative assessment format. Students wishing to be assessed during these periods must contact the course lecturer in advance to obtain information about the applicable assessment procedures.

For continuous assessment, students are required to attend and actively participate in at least 80% of the scheduled classes.

Mandatory

Brown, T. (2008). Design Thinking. Harvard Business Review, 86(6), 84–92.
Lewrick, M., Link, P., & Leifer, L. (2018). The design thinking playbook: Mindful digital transformation of teams, products, services, businesses and ecosystems. John Wiley & Sons.
Lockwood, T. (2010). Design Thinking: Integrating Innovation, Customer Experience and Brand Value. Allworth Press.
Stewart S.C (2011) “Interpreting Design Thinking”. In: https://www.sciencedirect.com/journal/design-studies/vol/32/issue/6

Optional

Brown, T., & Katz, B. (2011). Change by design. Journal of product innovation management, 28(3), 381-383.
Brown, T., Katz, B. M. Change by Design: How Design Thinking Transforms Organizations and Inspires Innovation. HarperBusiness, 2009.
Liedtka, J. (2018). Why Design Thinking Works. Harvard Business Review, 96(5), 72–79.
Gharajedaghi, J. (2011). Systems thinking: Managing chaos and complexity. A platform for designing business architecture. Google Book in: https://books.google.com/books?hl=en&lr=&id=b0g9AUVo2uUC&oi=fnd&pg=PP1&dq=design+thinking&ots=CEZe0uczco&sig=RrEdhJZuk3Tw8nyULGdi3I4MHlQ

PC1. Fundamentals of Project Management: concepts, characteristics, operations vs. projects
PC2. Life Cycles and Methodologies (Waterfall, Agile, Hybrid)
PC3. Planning and Control Dimensions: scope, time, cost, resources, risk, quality, communication
PC4. PM² Methodology: structure, artefacts, stakeholders
PC5. Applied Project: planning, execution, monitoring, closure, benefits evaluation

Assessment is conducted throughout the semester using diversified instruments, both individual and group-based. A minimum attendance of two-thirds of classes is required.

1. Project Management Dossier (50%) – Group Assessment

Structured document reflecting all phases of the project life cycle, based on the PM² methodology, including:

A. Project Initiation
B. Planning
C. Execution and Control
D. Closure

2. Final Project Presentation (20%) – Group Assessment
3. Individual Discussion (20%) – Individual Assessment
4. Written Individual Reflection (10%) – Individual Assessment
Mandatory Minimum Criteria

Minimum grade of 9.5 in all assessment components.

Submission of all project elements for validation of the group component.

The course unit does not include exam-based assessment.

Mandatory

European Commission. (2024). PM² Guide - Open Edition 3.5 (ISBN: 978-92-76-60378-4). Publications Office of the European Union. https://op.europa.eu/pt/publication-detail/-/publication/97cc2f12-c648-11ee-95d9-01aa75ed71a1

Kerzner, H. (2022). Project management: A systems approach to planning, scheduling, and controlling (13th ed.). John Wiley & Sons.

Project Management Institute. (2021). A guide to the project management body of knowledge (PMBOK® guide) (7th ed.). Project Management Institute.

Rigby, D. K., Elk, S., & Berez, S. (2020). Doing agile right: Transformation without chaos. Harvard Business Review Press.

Schwaber, K. (2004). Agile project management with Scrum. Microsoft Press.

Optional

European Commission. (n.d.). PM² Project Management Methodology – Resources. European Commission. https://pm2.europa.eu/pm2-resources_en

European Commission. (n.d.). PM² Essentials: Project Management Methodology. EU Academy. https://academy.europa.eu/courses/pm-c1-pm-essentials-project-management-methodology

European Commission. (n.d.). PM² Agile Essentials. EU Academy. https://academy.europa.eu/courses/pm-a1-pm-agile-essentials

International Organization for Standardization. (2020). ISO 21502:2020—Project, programme and portfolio management: Guidance on project management. ISO.

PC1. Preparing for a presentation.
PC2. Non-verbal communication techniques.
PC3. Voice and body communication, audience involvement. PC4. Presentation practice and feedback. The learning objectives will be achieved through practical and reflective activities, supported by the active and participatory teaching method which emphasizes experiential learning. Classes will consist of activities such as: Theatrical experiences and group discussions; Practical activities; Presentations and exhibitions of autonomous work; Individual reflection.

The assessment of the Public Presentations with Theatrical Techniques course aims to gauge the development of students' skills in essential aspects of public presentations. The assessment structure includes activities covering different aspects of the experiential learning process involving both theatrical techniques and specific communication techniques.
Assessment throughout the semester includes activities covering different aspects of the process of preparing a public presentation, including group and individual work activities:
Group activities (50%) [students are challenged to perform in groups of up to 5 elements, made up randomly according to each activity proposal].
1-Practical Presentations: Students will be assessed on the basis of their public presentations throughout the semester:
Description: each group receives a presentation proposal and must identify the elements of the activity and act in accordance with the objective.
The results of their work are presented in class to their colleagues (Time/group: presentation - 5 to 10 min.; reflection - 5 min.). Assessment (oral): based on active participation, organization of ideas and objectivity in communication, vocal and body expression, the use of theatrical techniques and performance. Presentations may be individual or group, depending on the proposed activities.
Individual activities (50%)
1-Exercises and Written Assignments (Autonomous Work):
Description: In addition to the practical presentations, students will be asked to carry out exercises and written tasks related to the content covered in each class. These activities include reflecting on techniques learned, creating a vision board, analyzing academic objectives, student self-assessment throughout the semester, answering theoretical questions and writing presentation scripts.
Assessment: (Oral component and written content), organization, content, correct use of the structure and procedures of the autonomous work proposed in each class, ability to answer questions posed by colleagues and the teacher. Communication skills and the quality of written work will be assessed, with a focus on clarity of presentation. These activities will help to gauge conceptual understanding of the content taught.
There will be no assessment by final exam, and approval will be determined by the weighted average of the assessments throughout the semester.
General considerations: in the assessment, students will be given feedback on their performance in each activity.
To complete the course in this mode, the student must attend 80% of the classes. The student must have more than 7 (seven) points in each of the assessments to be able to remain in evaluation in the course of the semester.

Mandatory

Prieto, G. (2014). Falar em Público - Arte e Técnica da Oratória. Escolar Editora.

Optional

Anderson, C. (2016). TED Talks: o guia oficial do TED para falar em público. Editora Intrinseca.
Luiz, P. (2019). Manual de Exercícios Criativos e Teatrais. Showtime. Rodrigues, A. (2022). A Natureza da Atividade Comunicativa. LisbonPress.

The Course Program includes the following contents:
CP1. Design of large buildings with concrete, steel, wood, and mixed structures: seismic safety, fire safety, and main legislation.
CP2. Secondary construction systems: false ceilings; raised floors; exterior and interior openings; stairs; mechanical lifting systems.
CP3. Building networks: HVAC and smoke and gas extraction systems; water supply; wastewater drainage; electrical installations; gas distribution; telecommunications and home automation; fire safety.
CP4. Knowledge of excavation, backfilling, and earth retention methods, as well as common foundation solutions.
CP5. Roads, bridges, and viaducts; buried and hydraulic works; special structures.

Due to its practical and project-based nature, assessment takes place throughout the semester and consists of two components:
1 - Individual test (25%).
2 - Class participation, assessed through attendance and homework submission (15%).
3 - Individual project developed throughout the semester using a collaborative methodology, carried out in conjunction with the Construction Information Modeling II course (60%). This project includes a final discussion, which takes place in the last week of classes.
To pass, students must not have a grade lower than 9.5 in any of the assessment components.
A minimum attendance of 2/3 of classes is required and participation in site visits is mandatory.
There is no exam.
Supplementary oral assessment may be carried out in addition to any assessment method or to validate the final grade.

Mandatory

Shen, J., et al. (2021). Design of Steel Structures. McGraw Hill. ISBN 978-1260452334.

Santos, J., & Calado, L. (2010). Estruturas Mistas de Aço e Betão. IST. ISBN 9789728469849.

Silvestre, N., et al. (2013). Manual de Conceção de Estruturas e Edifícios em LSF - Light Steel Framing. CMM. ISBN 9789899560581.

Simões, R. (2014). Manual de Dimensionamento de Estruturas Metálicas. Associação Portuguesa de Construções Metálicas e Mistas. ISBN 9789899560598.

Aghayera, A., & Vigil, J. (2019). Structural Wood Design: ASD/LRFD. CRC Press. ISBN 978-0367875626.

Cachim, P. (2014). Construção em Madeira. Publindustria. ISBN 9789897230523.

Beemer, W. (2016). Learn to Timber Frame: Craftsmanship, Simplicity, Timeless Beauty. Storey Publishing. ISBN 9781612126685.

Negrão, J., & Faria, A. (2009). Projecto de Estruturas de Madeira. Publindustria. ISBN 9789728953362.

Optional

Allen, E. (2005). How Buildings Work: The Natural Order of Architecture (3rd ed.). Oxford University Press.

Watts, A. (2016). Modern Construction Handbook (4th ed.). Birkhäuser, Basel.

Hegger, M., et al. (2006). Construction Materials Manual. Birkhäuser, Edition Detail.

Fleming, E. (2005). Construction Technology: An Illustrated Introduction. Blackwell.

Ching, F. D. K. (2014). European Building Construction Illustrated.

Ching, F. D. K., Onouye, B. S., & Zuberbuhler, D. (2013). Building Structures Illustrated.

The Course Contents are:

CP1. Modelling of terrain, earthworks, and retaining structures.
CP2. Creation and management of families.
CP3. Modelling of roads and special constructions.
CP4. Modelling of equipment and systems in buildings: ventilation and air conditioning, water supply, gas and energy, drainage, etc.
CP5. Customization of modeling software and management of templates.

Due to project-based teaching, assessment takes place throughout the semester and consists of:
- individual exercises set in class and completed independently, reports on visits and class participation (40%).
- individual project developed throughout the semester using a collaborative methodology, with a final discussion and carried out in conjunction with the Construction Systems and Processes II course (60%).
A supplementary oral assessment may be carried out in addition to any assessment method or to validate the final grade.
A minimum grade of 9.5 is required in all assessment elements.
Participation in site visits is mandatory.
A minimum attendance of no less than 2/3 of classes is required.
There is no final exam.

Mandatory

buildingSMART Portugal. (2024). Employer's Information Requirements (EIR). Retrieved from https://github.com/buildingSMART-Portugal/EIR/blob/main/EIR.md

HOLZER, D. (2016). The BIM manager's handbook: guidance for professionals in architecture, engineering, and construction. Wiley, ISBN 9781118982426

ROBERTI; F.; FERREIRA; D. (2021). Increasing Autodesk Revit Productivity for BIM Projects: A practical guide to using Revit workflows to improve productivity and efficiency in BIM projects. Packt Publishing.

BORRMANN A. (ed). (2018) Building information modeling : technology foundations and industry practice. Springer, ISBN: 9783319928623

SACKS, R., EASTMAN, C., LEE, G., TEICHOLZ, P. (2018). BIM Handbook: A guide to Building Information Modeling for owners, managers, designers, engineers and contractors. Wiley.

Optional

NBS. (2022). BIM dimensions - 3D, 4D, 5D, 6D BIM explained. Retrieved October 25, 2022, from https://www.thenbs.com/knowledge/bim-dimensions-3d-4d-5d-6d-bim-explained

Hardin, B., & McCool, D. (2015). BIM and Construction Management: Proven Tools, Methods, and Workflows. Wiley; 2nd edition. ISBN 978-1118942765

Penn State University. (2020). Project Execution Planning Guide.

Crotty, R. (2011). The Impact of Building Information Modelling: Transforming Construction. Routledge. ISBN 978-0415601672

The course sylabus comprises the following contents:

CP1 – Construction sites
a) Facilities and support means
b) Design and operation, interrelationships and transience

CP2 - Quality in construction:
a) From inspection to Total Quality
b) Quality in construction design
c) Standards, Portuguese Quality System, Accreditation and Certification
d) Structuring and documents of Quality Management Systems
e) Implementation and Control of Quality Systems in the Construction sites

CP3 - Occupational safety and health (OSH) in construction
a) OSH management systems
b) OSH Legal Regime
c) OSH Coordination in Design and Construction

CP4 - Integrated Quality, OSH and Sustainability Management Systems, in a BIM context.

There are two assessment methods: assessment throughout the semester and Final Exam.

1 - Assessment throughout the semester:
- Individual project work with discussion and visit reports (60%)
- Individual written test (40%)
To pass, students must not score below 9.5 in any assessment component. A minimum attendance of at least 2/3 of the classes is required.

2 - Assessment by Exam.

A supplementary oral assessment may be carried out in addition to any assessment method or to validate the final grade.

Mandatory

D'Silva, J. (2021). Handbook on Quality Assurance & Quality Control in Construction. BUUKS. ISBN 978-9355300850

Velez, J. D., & Martín, J. N. (2019). Gestão e Fiscalização de Empreitadas. Lidel. ISBN 978-9897522079

Marsden, P. (2019). Digital Quality Management in Construction. Routledge. ISBN 978-1138390799

Howarth, T., & Watson, P. (2011). Construction Quality Management: Principles and Practice (1st ed.). Routledge. ISBN 978-0415569101

Pinto, D., Rodrigues, F., & Baptista, J. S. (2018). The contribution of digital technologies to construction safety. In 6th International Symposium on Occupational Safety and Hygiene (SHO), Guimarães.

Goetsch, D. (2011). Construction Safety & Health (2nd ed.). Pearson. ISBN 978-0132374699

Machado, L. F. (1996). Construção Civil - Manual de Segurança no Estaleiro. IDICT/AECOPS.

Optional

Greenhalgh, B. (2016). Introduction to Construction Contract Management. Routledge. ISBN 978-1138844148

Griffith, A., & Howarth, T. (2001). Construction Health and Safety Management. Routledge. ISBN 978-0582414426

I. Introduction to Entrepreneurship;
II. Generation and discussion of business ideas;
III. Value Proposition Design;
IV. Business Ideas Communication;
V. Business Models Creation;
VI. Business Plans Generation;
VII. Minimum viable product (products, processes and services) test and evaluation;
VIII. Scalability analysis;
IX. Internationalization and commercialization;
X. Funding sources

Periodic grading system:
- Group project: first presentation: 30%; second presentation: 30%; final report: 40%.

Mandatory

John Wiley & Sons; Osterwalder, A., & Pigneur, Y. (2014). Value Proposition Design: How to Create Products and Services Customers Want. John Wiley & Sons.
Palgrave Macmillan; Osterwalder, A., & Pigneur, Y. (2010). Business Model Generation: A Handbook for Visionaries, Game Changers, and Challengers.

Burns, P. (2016). Entrepreneurship and Small Business.

Pearson; Dorf. R., Byers, T. Nelson, A. (2014). Technology Ventures: From Idea to Enterprise. McGraw-Hill Education;

Mariotti, S., Glackin, C. (2015). Entrepreneurship: Starting and Operating A Small Business, Global Edition.

Optional

Referências complementares e textos de apoio serão disponibilizados pela equipa docente.

PC1. Integrated development environments. Introduction to programming: Logical sequence and instructions, Data input and output.
PC2. Constants, variables and data types. Logical, arithmetic and relational operations.
PC3. Control structures.
PC4. Lists and Lists of Lists
PC5. Procedures and functions. References and parameters.
PC6. Objects and object classes.
PC7. File Manipulation.

This course follows a semester-long project-based assessment model due to its predominantly practical nature and does not include a final exam.

Students are assessed based on the following components (A1 + A2 + A3):
A1: 3 Individual Learning Tasks with teacher validation [15% - 5% each]
Three learning tasks will be completed throughout the semester.
The A1 grade corresponds to the average of the grades from the 3 tasks. Minimum grade of 8 out of 20.

A2: ePortfolio [15%]. Challenges will be proposed throughout the semester, including activities to be carried out outside the classroom context (participation in workshops, seminars, or training). The A2 grade corresponds to the average of the grades calculated based on the number of challenges proposed. No minimum grade.

A3: Group Project (3) and individual theoretical-practical discussion [70%]
The A3 grade corresponds to a percentage applied to the project grade, which directly results from the performance demonstrated in the individual theoretical-practical discussion. Minimum grade of 9.5 out of 20.

Attendance:
Attendance is not mandatory.

Mandatory

Portela, F., & Pereira, T. (2023). Introdução à Algoritmia e Programação com Python. FCA. ISBN: 9789727229314.

Sobral, S. R. (2024). Introdução à Programação Usando Python (2.ª ed.). Edições Sílabo. ISBN: 9789895613878.

Downey, A. B. (2024). Think Python: How to Think Like a Computer Scientist (3rd ed.). O'Reilly Media. ISBN: 9781098155438.

Python Software Foundation. Python 3 Documentation. Disponível em: https://docs.python.org/3/

Optional

Menezes, N. N. C. (2019). Introdução à Programação com Python: Algoritmos e Lógica de Programação para Iniciantes. Novatec Editora. ISBN: 9788575227183.

Matthes, E. (2023). Python Crash Course (3rd ed.). No Starch Press. ISBN: 9781718502703.

Martins, J. P. (2015). Programação em Python: Introdução à Programação com Múltiplos Paradigmas. IST Press. ISBN: 9789898481474.

Reitz, K., & Schlusser, T. (2016). The Hitchhiker's Guide to Python: Best Practices for Development. O'Reilly Media. ISBN: 9781491933176.
Disponível em: https://docs.python-guide.org/

Beazley, D., & Jones, B. K. (2013). Python Cookbook: Recipes for Mastering Python (3rd ed.). O'Reilly Media. ISBN: 9781449340377.

The Programme Contents are as follows:
CP1. Collaborative creation and management of BIM and non-BIM information, including the definition and organisation of data structures, parameter management, classification systems and information quality assurance, in accordance with regulatory requirements.
CP2. Development of automations using Visual Programming (Dynamo for Revit), applied to the extraction, manipulation, enrichment and creation of information from BIM models and external data sources, working with different data formats (XML, JSON, CSV).
CP3. Application of the concepts and practices of OpenBIM and interoperability in digital construction, focusing on using the IFC format as a standard for exchanging information between different disciplines and tools.

Assessment takes place throughout the semester and combines three instruments that ensure the consolidation of theoretical knowledge and the practical application of competences:

Individual test (25%): held on the date of the 1st examination period, with both theoretical and practical components. The theoretical part assesses understanding of concepts and methodologies. In the practical component, the student solves applied exercises on a computer in order to assess their ability to apply the knowledge.

Class participation and small assignments and questions that the student completes or answers individually in class or during the following week, including peer assessment of students’ work.

Group project (50%): developed throughout the semester; it consists of the practical application of knowledge in contexts that simulate real professional practice situations. Projects may be subject to discussion.

Given the practical nature of the course unit and the continuous assessment model adopted, there is no final exam.

To pass the course unit, students must:
• Obtain at least 9.5 out of 20 in each assessment component;
• Attend at least 2/3 of the classes.

The use of Artificial Intelligence (AI) tools is permitted for projects and exercises, provided that such use is duly acknowledged. The use of AI does not exempt the student from full responsibility for the content produced.

An additional oral assessment may be carried out for any assessment method or to validate the final mark.

Mandatory

Deutsch, R. (2015). Data-Driven Design and Construction: 25 Strategies for Capturing, Analyzing, and Applying Building Data. Wiley. ISBN: 978-1-118-89870-3.
Eichler, C. C., Schranz, C., Krischmann, T., Urban, H., Hopferwieser, M., & Fischer, S. (2024). BIMcert Handbook: Basic Knowledge openBIM (Edition 2024). Mironde-Verlag. https://doi.org/10.34726/5383.
The Dynamo Primer. (2026). Retrieved from https://primer.dynamobim.org.
Sacks, R., Eastman, C., Lee, G., & Teicholz, P. (2018). BIM Handbook: A Guide to Building Information Modeling for Owners, Managers, Designers, Engineers and Contractors. WileyBIM. ISBN 9781119287537,
Borrmann, A. (Ed.). (2018). Building Information Modeling: Technology Foundations and Industry Practice. Springer. ISBN 9783319928623.

Optional

buildingSMART. (2024). Industry Foundation Classes. Retrieved from https://www.buildingsmart.org/standards/bsi-standards/industry-foundation-classes/
ISO 19650-1&2:2018. Organization and digitization of information about buildings and civil engineering works, including building information modelling (BIM) - Information management using building information modelling.
ISO (2020). ISO 23386:2020 Building information modelling and other digital processes used in construction — Methodology to describe, author and maintain properties in interconnected data dictionaries.
ISO (2015). ISO 12006-2:2015 Building construction — Organization of information about construction works — Part 2: Framework for classification.
ISO (2024). ISO 16739-1:2024 Industry Foundation Classes (IFC) for data sharing in the construction and facility management industries — Part 1: Data schema.

The course sylabus comprises the following contents:

CP1: Types of energy consumption and analysis of consumption profiles.
CP2: Energy efficiency strategies.
CP3: Management of non-energy consumption (water and others).
CP4: Renewable energies (solar, wind, and geothermal).
CP5: Integration and applications of renewable energies in buildings.
CP6: Concepts and requirements for NZEB (Nearly Zero Energy Buildings).
CP7: Functional, regulatory requirements, and characteristics of industrial buildings and special installations.
CP8: Types of sensors and integration with automation systems.
CP9: IoT system architecture and applications.
CP10: Programming tools and home automation platforms.
CP11: Integration of BIM in Digital Twins - Data integration techniques and digital model synchronization.
CP12: Use cases in the operation and maintenance of intelligent buildings.

Due to the practical and project-based nature of the course, assessment is conducted throughout the semester and consists of two components:
1. Participation in classes and weekly exercises (40%).
2. Group work (20%)
3. Theoretical test (40%)

There is no Exam.
To pass, students must achieve a minimum score of 9.5 in each assessment component.
A minimum attendance of 2/3 of the classes is required.
An oral exam may be conducted, when necessary, to clarify the grade obtained in any of the assessment moments.

Mandatory

PEDROSO, Vitor M. R. - Instalações de Combate a Incêndios com Água em Edifícios - Lisboa, 1996, LNEC, ITE 41.
LNEC, Instalações Eléctricas em Edifícios para Habitação - Lisboa, 1976, LNEC, CPP 518.
CHADDERTON, D. Building Services Engineering. London: Spon Press, 2004.
ALLEN, Edward - Cómo Funciona un Edificio Principios Elementales - Barcelona, Gustavo Gili, 1993
VIEGAS, João Carlos - Ventilação Natural de Edifícios de Habitação - Lisboa, 1996 - LNEC.
PEDROSO, Vitor M. R. - Manual dos Sistemas Prediais de Distribuição e Drenagem de Águas, LNEC, CED 7
LNEC, Regras de Dimensionamento das Redes Prediais de Distribuição de Água e de Drenagem de Águas Residuais Domésticas e Pluviais (ITE 31 LNEC).
GUARNIERI, E., Domótica de baixo custo com ênfase em eficiência energética, Novas Edições Academicas, 2018, ISBN? 978-6202181976
SINOPOLI, J.M, Smart Buildings Systems for Architects, Owners and Builders, Butterworth-Heinemann; 1st edition, 2009 ISBN ? 978-1856176538

Optional

BONIFÁCIO, Horácio; Sousa, Pedro F.; Rodrigues, Maria João - Vocabulário Tècnico e Crítico de Arquitectura - Quimera Editores, 1990
IPQ, Norma Portuguesa - NP- 1037-1 - 2002.
Regulamento Geral dos Sistemas Públicos e Prediais de Distribuição de Água e de Drenagem de Águas Residuais.
PIEDADE, A Canha da. - Princípios da Construção de Edifícios, Lisboa, IST, 1998.
FARINHA, J. S. Brazão; REIS, A. Correia dos Tabelas técnicas - edição P.O.B., Setúbal, 1992.
ARTECONI, A, Evaluation of Energy Efficiency and Flexibility in Smart Buildings, Mdpi AG, 2021 ISBN ? 978-3039438495.
PEDROSO, Vitor M. R. - Patologia das Instalações Prediais de Distribuição de Água - Lisboa, 1997, LNEC, COM 8.

I. Development of the product/service image
II. Functionalities of the product/service
III. Development plan
IV. Development of the product/service (web/mobile or other)
V. Revision of the business plan
VI. Management and maintenance of the product/service
VII. Certification plan
VIII. Intellectual property, patents, and support documentation
IX. Main aspects for the creation of a startup - juridical, account, registry, contracts, social capital, obligations, taxes

Periodic grading system:
- Group project: first presentation: 30%; second presentation: 30%; final report: 40%. The presentations, demonstrations and Defence are in group.

Mandatory

John Wiley & Sons; Osterwalder, A., & Pigneur, Y. (2014). Value Proposition Design: How to Create Products and Services Customers Want. John Wiley & Sons.
Osterwalder, A., & Pigneur, Y. (2010). Business Model Generation: A Handbook for Visionaries, Game Changers, and Challengers.

McGraw-Hill Education; Burns, P. (2016). Entrepreneurship and Small Business. Palgrave Macmillan;

Pearson; Dorf. R., Byers, T. Nelson, A. (2014). Technology Ventures: From Idea to Enterprise.

Mariotti, S., Glackin, C. (2015). Entrepreneurship: Starting and Operating A Small Business, Global Edition.

Optional

Referências complementares e textos de apoio serão disponibilizados pela equipa docente.

S1 Introduction. The history of the Web. Programming languages for the Web; W3C standards.
S2 World Wide Web Architecture. Screen marking with HyperText Markup Language (HTML).
S3 Client-side programming. Structure description (HTML), style sheets (CSS) and dynamic updating of the graphical interface. Input validation; Introduction to client-side security.
S4 Server-side programming. Distribution of static content, dynamic generation of content and MVC design pattern. Services and communication between services. Introduction to server-side security.
S5 Data persistence. Integration with Database Management Systems ((SQL and NoSQL).
S6 Service-oriented web architectures. Web Services and Microservices. Middleware models for the Web. Containerization.

This course follows a semester-long project-based assessment model due to its predominantly practical nature and does not include a final exam.

Students are assessed based on the following components (A1 + A2):
A1: 3 individual multiple-choice mini-tests [30% - 10% each]. The A1 grade corresponds to the average of the 3 mini-test grades. Minimum grade of 8 out of 20.

A2: Group Project (4) and individual theoretical-practical discussion [70%]. The A2 grade corresponds to a percentage applied to the project grade, directly resulting from the performance demonstrated in the individual theoretical-practical discussion. Minimum grade of 9.5 out of 20.

Attendance:
Attendance is not mandatory.

Mandatory

Dean, J. (2025). Web programming with HTML5, CSS, and JavaScript. Jones & Bartlett Learning, 2nd Edition. ISBN: ‎ 9781284302967.

Percival, H., & Gregory, B. (2020). Architecture Patterns with Python: Enabling Test-Driven Development, Domain-Driven Design, and Event-Driven Microservices. O'Reilly Media. ISBN: 9781492052203

Richardson, L., & Amundsen, M. (2013). RESTful Web APIs. O'Reilly Media. ISBN: 9781449358068.

Mozilla Foundation. (n.d.). MDN Web Docs. https://developer.mozilla.org/

Ramírez, S. (n.d.). FastAPI documentation. https://fastapi.tiangolo.com/

Docker Inc. (n.d.). Docker documentation. https://docs.docker.com/

Optional

Fielding, R. T. (2000). Architectural styles and the design of network-based software architectures (Doctoral dissertation, University of California, Irvine). https://ics.uci.edu/~fielding/pubs/dissertation/top.htm

Haverbeke, M. (20). Eloquent JavaScript: A Modern Introduction to Programming (4th ed.). No Starch Press. ISBN: 9781593279509. Available at https://eloquentjavascript.net/

Martin, R. C. (2025). Clean Code: A Handbook of Agile Software Craftsmanship. Prentice Hall. 2nd Edition. ISBN: 9780135398579.

PocketBase Authors. (n.d.). PocketBase Documentation. https://pocketbase.io/docs/

React Team. (n.d.). React Documentation. https://react.dev/

MariaDB Foundation. (n.d.). MariaDB Server Documentation. https://mariadb.com/docs/

MongoDB, Inc. (n.d.). MongoDB Documentation. https://www.mongodb.com/docs/

World Wide Web Consortium. (2004). Architecture of the World Wide Web, Volume One. W3C Recommendation. https://www.w3.org/TR/webarch/

The syllabus of this course goes as follows:
CP1 - The reuse, conversion and rehabilitation of buildings in the context of the Circular Economy, principles for intervention in classified and unclassified built heritage.
CP2 - Identifying building systems, materials and pathologies.
CP3 - Building survey and characterisation techniques such as laser scanning, ground and aerial photogrammetry, thermography and traditional survey techniques;
CP4 - BIM modelling for rehabilitation.

Assessment will take place throughout the semester.

- Individual exercise introducing building surveys, as initially defined in CP3 (15%).

- Submission of an individual report and oral presentation of practical work identifying building pathologies, as defined in CP2 (15%).

- Individual theoretical test on the identification of building pathologies, in accordance with CP1 and CP2 (30%).

- Project work that will include the application of all CPs, with a greater focus on CP3 and CP4 (40%).

The minimum assessment in all assessment elements must be above 7.5 points and the final assessment must be above 9.5 points. A complementary oral assessment may be carried out for any assessment method or to validate the final grade.

Due to the practical nature of the CU, there is no written exam.

Mandatory

Pinho, F. (2021). Reabilitação estrutural de paredes de alvenaria tradicional. Faculdade de Ciências e Tecnologia da Universidade Nova. ISBN 9789895449354

England, H. (2018). 3D Laser Scanning for Heritage. Retrieved from https://historicengland.org.uk/images-books/publications/3d-laser-scanning-heritage/heag155-3d-laser-scanning

Appleton, J. (2020). Pontes: História da Construção e a da reabilitação. Ordem dos engenheiros. ISBN 9898152206, 9789898152206

LNEC. (2009). Soluções Construtivas de Edifícios Antigos. ITE 54. Lisboa: LNEC.

Baker, N. (2009). The Handbook of Sustainable Refurbishment: Non-Domestic Buildings. Routledge; 1st edition. ISBN 9781844074860

Appleton, J. (2014). Reabilitação de edifícios antigos: patologias e tecnologias de intervenção. Orion. ISBN 9789728620035

Coias, V. (2008). Inspecções e Ensaios na Reabilitação de Edifícios. IST. ISBN 9789728469535

Appleton, J. (2005). Reabilitação de Edifícios "Gaioleiros". Orion. ISBN 9898152206, 9789898152206

Optional

Smith, M., & Corse, M. (2021). Building Surveyor's Pocket Book. Routledge. ISBN 978-1138307919

Magrini, A. (2014). Building Refurbishment for Energy Performance: A Global Approach. Springer. ISBN 978-3319030739

Feilden, B. (2003). Conservation of Historic Buildings. Routledge. ISBN 9780750658638

Highfield, D. (2000). Refurbishment and Upgrading of Buildings. Taylor & Francis; 1st edition. ISBN 9780419231608

Lopes, F., & Correia, M. B. (2004). Património arquitectónico e arqueológico. Cartas, recomendações e convenções internacionais. Lisboa: Livros Horizonte. ISBN 9722413074

Henriques, F. M. A. (1995). Humidade em paredes (2nd ed.). Colecção Edifícios 1. Lisboa: LNEC. ISBN 9724915921

AAVV. (1999). Tratado de rehabilitación (5 vols.). Madrid: Munilla-Leria. ISBN 9788489150300

The programme content of the course is as follows:
CP1. Fundamentals of project management in digital construction contexts: agile and traditional models.
CP2. Diagnosis of needs and opportunities for improvement in organisations in the AECO sector.
CP3. Techniques for surveying and analysing functional and technical requirements.
CP4. Systematic review of literature and benchmarking of digital solutions applied to sustainable construction.
CP5. Applied digital technologies: BIM, sensors, collaborative platforms, automation and data integration.
CP6. Development and testing of technological solutions integrating technical and organisational processes.
CP7. Preparation of technical documentation, project reports and public presentation of results.

The assessment is based on the progressive development of an applied project aimed at identifying and solving real problems in the construction sector, using digital technologies and project management methodologies.
Assessment is spread throughout the semester and is based on three main components:
1 - Diagnosis and Planning (30%) – This includes identifying needs and opportunities for improvement in an organisation, gathering requirements and defining the methodological approach. This phase assesses critical analysis and planning skills (OA1, OA4).
2 - Solution Development and Testing (40%) - Consists of developing and testing a digital solution that integrates a technological component and an organisational dimension. This phase assesses the ability to design and implement relevant and sustainable solutions (OA2, OA3).
3 - Final Presentation and Discussion (30%) – The oral presentation and delivery of technical documentation allow for the assessment of clarity in the communication of results, the coherence of the project, and the validation of individual participation (LO4). The oral discussion may include a critical reflection on the impact of the proposed solution and future opportunities.

There is no final exam. To obtain a pass, students must:
- Obtain at least 9.5 points in each of the assessment components;
- Attend at least 2/3 of the classes.

The assessment includes continuous feedback throughout the different phases, promoting progressive improvement of the project and self-regulation of learning.
The use of Artificial Intelligence tools is permitted, provided that it is clearly identified, indicating the tools used, the type of support received, and the limits of their application. Responsibility for the content presented lies entirely with the student.

Mandatory

Borrmann, A. (Ed.). (2018). Building Information Modeling: Technology foundations and industry practice. Springer. https://doi.org/10.1007/978-3-319-92862-3 (ISBN 9783319928623)
Elsevier B.V. (Ed.). (1992–present). Automation in Construction. ISSN 0926. Netherlands.
Brown, T. (2009). Change by design: How design thinking transforms organizations and inspires innovation. HarperCollins.
Fitzpatrick, R. (2013). The Mom Test: How to talk to customers & learn if your business is a good idea when everyone is lying to you. CreateSpace Independent Publishing Platform. (ISBN 9781492180746)
Knapp, J., Zeratsky, J., & Kowitz, B. (2016). Sprint: How to solve big problems and test new ideas in just five days. Simon & Schuster.
Lewrick, M., Link, P., & Leifer, L. (2020). The design thinking toolbox: A guide to master the most popular innovation methods. Wiley. (ISBN 9781119629191)

Optional

Referências complementares e textos de apoio serão disponibilizados pela equipa docente.
Ries, E. (2017). The Lean Startup: How today’s entrepreneurs use continuous innovation to create radically successful businesses (chapters 3–4). Penguin Group.
Project Management Institute. (2017). A Guide to the Project Management Body of Knowledge (PMBOK Guide) (6th ed.). Project Management Institute.
Rigby, D. K., Elk, S., & Berez, S. (2020). Doing agile right: Transformation without chaos. Harvard Business Review Press.
Scrum Institute. (2020). The Kanban Framework (3rd ed.). International Scrum Institute. Retrieved from https://www.scrum-institute.org/contents/The_Kanban_Framework_by_International_Scrum_Institute.pdf
Scrum Institute. (2020). The Scrum Framework (3rd ed.). International Scrum Institute. Retrieved from https://www.scrum-institute.org/contents/The_Scrum_Framework_by_International_Scrum_Institute.pdf
Sutherland, J., & Sutherland, J. J. (2014). Scrum: The art of doing twice the work in half the time. Crown Business.
Gwaldis, M. (2019). How to conduct a successful pilot: Fail fast, safe, and smart. SHI Blog. Retrieved from https://blog.shi.com/melissa-gwaldis/

The Programmatic Contents are:
PC1. Norms, methods, and protocols applicable to information management in BIM, with emphasis on ISO 19650 and the openBIM philosophy.
PC2. Definition and structuring of Exchange Information Requirements (EIR).
PC3. Development and analysis of BIM Execution Plans (BEP), based on the guidelines of buildingSMART and NP EN ISO 19650-2.
PC4. Spatial coordination between disciplines using clash detection tools and analysis of federated models.
PC5. Application of classification systems in structuring model information and its articulation with construction management processes.
PC6. Extraction of quantities from BIM models.

Assessment takes place throughout the semester and combines two instruments that ensure the consolidation of theoretical knowledge and the practical application of skills:

- Individual test (30%): carried out on the 1st phase exam date, including both theoretical and practical components. The theoretical part assesses understanding of concepts and methodologies. In the practical part, students solve applied computer-based exercises to evaluate their ability to apply knowledge.
- Project (70%): developed throughout the semester, this consists of the practical application of knowledge in contexts simulating real-world professional situations, subject to a final discussion.

Due to the practical nature of the course unit and the continuous assessment model adopted, there is no final exam.

To pass the course unit, students must:
- Obtain at least 9.5 out of 20 in each assessment component;
- Attend at least two-thirds of the classes.

The use of Artificial Intelligence (AI) tools is permitted in the development of projects and exercises, provided that their use is clearly identified. The use of AI does not exempt students from full responsibility for the content produced.
An oral assessment may be conducted in addition to any assessment method or to validate the final grade.

Mandatory

NP EN ISO 19650-1&2:2025. Organização e digitalização da informação em edifícios e obras de engenharia civil, incluindo modelação de informação da construção (BIM) – Gestão da informação através da modelação de informação da construção
BARNES, P., (2020). BIM for Project Managers: Digital Construction Management, ICE Publishing, ISBN 9780727765291
HOLZER, D. (2016). The BIM manager's handbook: guidance for professionals in architecture, engineering, and construction. Wiley, ISBN 9781118982426
BORRMANN A. (ed). (2018) Building information modeling : technology foundations and industry practice. Springer, ISBN 9783319928623
SACKS, R., EASTMAN, C., LEE, G., TEICHOLZ, P. (2018). BIM Handbook: A guide to Building Information Modeling for owners, managers, designers, engineers and contractors. WileyBIM, ISBN 9781119287537

Optional

.

S1: Essential AI concepts: definition, historical evolution, and multidisciplinary relevance.
S2: Predicate logic and knowledge-based systems: representation, deduction, and applications.
S3: Reasoning methods and heuristics: informed and uninformed search, selecting suitable strategies.
S4: Introduction to machine learning: basic notions, classification and regression algorithms, evaluation metrics.
S5: Simple predictive models: design, implementation, and results analysis in real-world scenarios.
S6: Generative AI: foundations, prompt engineering, and creative applications.
S7: Critical approach to AI limitations, ethical challenges, and socio-economic implications.

The assessment of this curricular unit follows the model of Assessment Throughout the Semester (ALS), provided for in the RGACC, and includes several moments, organized into three assessment blocks (AB), aimed at measuring progress and consolidating knowledge. It is made up as follows:
AB1: Written Exam (40%)
Assesses the fundamental concepts of artificial intelligence, machine learning, and generative AI. The exam evaluates both theoretical understanding and the ability to apply the concepts in practice.

AB2: Final Project in AI (60%)
Conducted individually or in groups, this project involves the design, implementation, and evaluation of a prototype or case study based on the course content. It encourages integration of knowledge and critical reflection on the topics covered. Evaluation is divided into a written report (60%) and an oral presentation (40%), delivered during the final session.

Additional rules:
Each assessment block requires a minimum score of 8.5 points.
If necessary, an individual oral discussion may be conducted to confirm knowledge.
The final course grade is the weighted sum of both blocks, with a minimum of 10 points required to pass.

Mandatory

Russell, S., & Norvig, P. (2021). Artificial Intelligence: A Modern Approach (4th ed.). Pearson.
→ Considerado a "bíblia" da IA, cobre desde fundamentos históricos até algoritmos modernos.

Goodfellow, I., Bengio, Y., & Courville, A. (2016). Deep Learning. MIT Press.
→ Introdução acessível e aprofundada ao deep learning.

Mitchell, T. M. (1997). Machine Learning. McGraw-Hill.
→ Livro clássico sobre fundamentos de aprendizagem de máquina.

Domingos, P. (2015). The Master Algorithm: How the Quest for the Ultimate Learning Machine Will Remake Our World. Basic Books.
→ Introdução mais popular, sem fórmulas, ideal para contexto geral.

Chollet, F. (2021). Deep Learning with Python (2nd ed.). Manning.
→ Didático, foca em exemplos práticos com Keras/TensorFlow.

Optional

Haenlein, M., Kaplan, A., Tan, C. T., Tan, B. C., & Zhang, P. (2019). Artificial Intelligence (AI) and Management Analytics. Journal of the Academy of Marketing Science, 48(3), 411–431.

Jordan, M. I., & Mitchell, T. M. (2015). Machine Learning: Trends, Perspectives, and Prospects. Science, 349(6245), 255–260.

Topol, E. (2019). High-performance Medicine: The Convergence of Human and Artificial Intelligence. Nature Medicine, 25, 44–56.

S1. The digital transformation as a new civilizational paradigm.
S2. The impact of digital technologies on the economy.
S3. The impacts of digital technologies on work.
S4. The impact of digital technologies on inequalities.
S5. The impacts of digital technologies on democracy.
S6. The impacts of digital technologies on art.
S7. The impacts of digital technologies on individual rights.
S8. The impacts of digital technologies on human relations.
S9. The impacts of digital technologies on the future of humanity.
S10. Responsible Artificial Intelligence.
S11. The impact of quantum computing on future technologies.
S12. The impact of digital technologies on geopolitics.

The assessment process includes the following elements:

A) Ongoing assessment throughout the semester
A1. Group debates on issues and problems related to each of the program contents. Each group will participate in three debates throughout the semester. The performance evaluation of each group per debate will account for 15% of each student's final grade within the group, resulting in a total of 3 x 15% = 45% of each student's final grade.
A2. Participation assessment accounting for 5% of each student's final grade.
A3. Final test covering part of the content from the group debates and part from the lectures given by the instructor, representing 50% of each student's final grade.
A minimum score of 9.5 out of 20 is required in each assessment and attendance at a minimum of 3/4 of the classes is mandatory.

B) Final exam assessment Individual written exam, representing 100% of the final grade.

Mandatory

Chalmers, D. (2022). Adventures in technophilosophy In Reality+ - Virtual Worlds and the problems of Philosophy (pp. xi-xviii). W. W. Norton & Company.
Chin, J., Lin, L. (2022). Dystopia on the Doorstep In Deep Utopia – Surveillence State – Inside China’s quest to launch a new era of social control (pp. 5–11). St. Martin’s Press.
Dignum, V. (2019). The ART of AI: Accountability, Responsibility, Transparency In Responsible Artificial Intelligence - How to Develop and Use AI in a Responsible Way (pp. 52–62). Springer.
Howard, P. N. (2020). The Science and Technology of Lie Machines In Lie Machines - How to Save Democracy from Troll Armies, Deceitful Robots, Junk News Operations, and Political Operatives (pp. 1-4; 6-7; 10-18). Yale University Press.
Kearns, M., Roth, A. (2020). Introduction to the Science of Ethical Algorithm Design In The Ethical Algorithm - The Science of Socially Aware Algorithm Design (pp. 1-4; 6-8; 18-21). Oxford University Press.

Optional

(Principal - continuação)
Kissinger, H. A., Schmidt, E., Huttenlocher, D (2021). Security and World Order In The Age of AI - And Our Human Future (pp. 157–167, 173-177). John Murray Publishers.
Parijs, P. V., Vanderborght, Y. (2017). Ethically Justifiable? Free Riding Versus Fair Shares In Basic Income - A Radical Proposal for a Free Society and a Sane Economy (pp. 99–103). Harvard University Press.
Pentland, A. (2014). From Ideas to Actions In Social Physics – How good ideas spread – The lessons from a new science (pp. 4–10). The Penguin Press.
Zuboff, S. (2021). O que é capitalismo de vigilância? In A Era do Capitalismo de Vigilância - A luta por um futuro humano na nova fronteira de poder (pp. 21–25). Intrínseca.

***
(Complementar)
Acemoglu, D.; Johnson, S. (2023). What Is Progress? In Power and progress: our thousand-year struggle over technology and prosperity (pp. 1 - 7). PublicAffairs.
Bostrom, N. (2024). The purpose problem revisited In Deep Utopia – Life and meaning in a solved world (pp. 121–124). Ideapress Publishing.
Castro, P. (2023). O Humanismo Digital do século XXI e a nova Filosofia da Inteligência Artificial In 88 Vozes sobre Inteligência Artificial - O que fica para o homem e o que fica para a máquina? (pp. 563 – 572). Oficina do Livro/ISCTE Executive Education.
Gunkel, D. J. (2012). Introduction to the Machine Question In The Machine Question - Critical Perspectives on AI, Robots, and Ethics (pp. 1-5). The MIT Press.
Innerarity, D. (2023). O sonho da máquina criativa. In Inteligência Artificial e Cultura – Do medo à descoberta (pp. 15 – 26). Colecção Ciência Aberta, Gradiva.
Jonas, H. (1985). Preface to the English version of the Imperative of Responsibility In The Imperative of Responsibility: In Search of an Ethics for the Technological Age. (pp. ix - xii). University of Chicago Press.
Nakazawa, H. (2019). Manifesto of Artificial Intelligence Art and Aesthetics In Artificial Intelligence Art and Aesthetics Exhibition - Archive Collection (p. 25). Artificial Intelligence Art and Aesthetics Research Group (AIAARG).
Patel, N. J. (2022, february 4). Reality or Fiction - Sexual Harassment in VR, The Proteus Effect and the phenomenology of Darth Vader — and other stories. Kabuni. https://medium.com/kabuni/fiction-vs-non-fiction-98aa0098f3b0
Pause Giant AI Experiments: An Open Letter. (22 March, 2023). Future of Life Institute. Obtido 26 de agosto de 2024, de https://futureoflife.org/open-letter/pause-giant-ai-experiments/

The Programme Contents (PC) that embody the Learning Objectives are:
PC1. Planning the development and testing phase of a digital prototype.
CP2. Rapid prototyping techniques and iteration with users.
CP3. Testing and validation strategies in real or simulated environments: data collection, performance metrics, qualitative feedback.
CP4. Actions to promote technology adoption: demonstration of value, training and stakeholder engagement.
CP5. Technical communication techniques and professional presentation of results.

The course unit is assessed on a continuous basis, based on the development of an applied project that culminates in the delivery and presentation of a functional prototype. This approach allows for an integrated assessment of the technical, methodological, organisational and communication skills acquired throughout the degree programme.
The assessment is structured into the following components:
• Functional prototype (40%) – Assessment of the prototype developed, based on its relevance to the identified problem, technical suitability, quality of implementation and degree of innovation. This component directly responds to LO1.
• Testing and validation (25%) – Evaluation of testing strategies, analysis of collected data, adjustments made based on user feedback, and reflections on improving the solution. This relates to OA2 and OA3.
• Adoption and communication (20%) – Evaluation of the strategy to promote adoption, including demonstrations, support materials and stakeholder involvement. It is associated with OA3.
• Final presentation (15%) – Evaluation of the communication of the process and results of the project, through a technical report and oral presentation. This component responds to OA4.
There is no final exam, as the assessment is fully integrated into the project development and presentation process. This option complies with the General Regulations for the Assessment of Knowledge and Skills (RGACC) and has been approved by the School's Pedagogical Committee.
To pass the CU, it is necessary to:
• Obtain a minimum grade of 9.5 in each of the assessment components;
• Attend at least 2/3 of the face-to-face classes.

The use of Artificial Intelligence (AI) tools is permitted in the project, provided that their use is explicitly identified, mentioning the tool, the type of support provided and the context of application. The final responsibility for the content presented always lies with the student. A complementary oral assessment may be carried out in case of doubt as to the authorship of the work or its comprehension.

Mandatory

Borrmann, A. (Ed.). (2018). Building Information Modeling: Technology foundations and industry practice. Springer. https://doi.org/10.1007/978-3-319-92862-3 (ISBN 9783319928623)
Elsevier B.V. (Ed.). (1992–present). Automation in Construction. ISSN 0926. Netherlands.
Brown, T. (2009). Change by design: How design thinking transforms organizations and inspires innovation. HarperCollins.
Fitzpatrick, R. (2013). The Mom Test: How to talk to customers & learn if your business is a good idea when everyone is lying to you. CreateSpace Independent Publishing Platform. (ISBN 9781492180746)
Knapp, J., Zeratsky, J., & Kowitz, B. (2016). Sprint: How to solve big problems and test new ideas in just five days. Simon & Schuster.
Lewrick, M., Link, P., & Leifer, L. (2020). The design thinking toolbox: A guide to master the most popular innovation methods. Wiley. (ISBN 9781119629191)

Optional

Referências complementares e textos de apoio serão disponibilizados pela equipa docente.
Ries, E. (2017). The Lean Startup: How today’s entrepreneurs use continuous innovation to create radically successful businesses (chapters 3–4). Penguin Group.
Project Management Institute. (2017). A Guide to the Project Management Body of Knowledge (PMBOK Guide) (6th ed.). Project Management Institute.
Rigby, D. K., Elk, S., & Berez, S. (2020). Doing agile right: Transformation without chaos. Harvard Business Review Press.
Scrum Institute. (2020). The Kanban Framework (3rd ed.). International Scrum Institute. Retrieved from https://www.scrum-institute.org/contents/The_Kanban_Framework_by_International_Scrum_Institute.pdf
Scrum Institute. (2020). The Scrum Framework (3rd ed.). International Scrum Institute. Retrieved from https://www.scrum-institute.org/contents/The_Scrum_Framework_by_International_Scrum_Institute.pdf
Sutherland, J., & Sutherland, J. J. (2014). Scrum: The art of doing twice the work in half the time. Crown Business.
Gwaldis, M. (2019). How to conduct a successful pilot: Fail fast, safe, and smart. SHI Blog. Retrieved from https://blog.shi.com/melissa-gwaldis/

The Program includes the following contents
PC1. Construction works. Terminology, definitions, stakeholders;
PC2. Applicable legislation;
PC3. Phases and methods of implementation of a work. Public-Private Partnerships;
PC4. Pre-contracting activities. Modes of contracting. Adjudications
PC5. Qualification of contractors;
PC6. Budgeting from the contractor's point of view.
PC7. Organization of construction sites;
PC8. Invoicing, payments, price revision, guarantees;
PC9. Quality in construction;
PC10. Safety in construction.

The periodic assessment consists of three theoretical and practical tests taken in class.
Final exam is waived for students who obtain both test averages greater than 9.5 and have no grade below 7.0 on any test.
Attendance must be >= 2/3.

Final, practical exam, for students who fail at the periodic assessment.

Mandatory

Machado, L. F. - ?Construção Civil - Manual de Segurança no Estaleiro?, IDICT/AECOPS, 1996
Borges, J. Ferry - ?Qualidade na Construção?, Curso 167, LNEC, Lisboa, 1988
Montes, Nelson - ?Coordenação da Execução de Obras?, ITE2, LNEC, Abril, 1968
Santo, Fernando - ?Edifícios - Visão Integrada de Projectos e Obras - Manual de consulta das diferentes especialidades?, ISBN 972-98487-2-6, Ordem dos Engenheiros, , Lisboa, 2002
Martinez, F. Alvarez - ?Orçamentos para a Construção - Monografias sobre Construção e Arquitectura?, Edições Plátano, ISBN-972-707-032-9, Barcelona, 1997
Paz Branco, J. - ?Rendimentos de Mão-de-Obra, Materiais e Equipamento em Edificação e Obras Públicas ( Tabelas)?, Texto Editora, 2ª Edição, Lisboa, 1998
Fonseca, M. Santos - ?Curso sobre Regras de Medição na Construção?, 4ª Edição, ISBN 972-49-1739-8, LNEC, Lisboa, 1999
Greenhalgh, Brian - Introduction to Construction Contract Management , Routledge 2016, ISBN-10 ? 9781138844179

Optional

Costa, J.C. Franco - ?Materiais de Construção - Seu Controlo e Aplicação em Obra?, Curso Profissional 512, LNEC, Lisboa, 1993

The syllabus of this course is as follows:
CP1. The scales and dimensions of sustainability in the built environment, namely the life cycle of construction materials and projects, the principles of the Circular Economy, and the framework of European policies, directives, and strategic guidelines.
CP2. Assessment of energy and water performance and greenhouse gas (GHG) emissions throughout the building lifecycle: information requirements, calculation methodologies, challenges, and limitations.
CP3. Environmental certification systems: voluntary certifications and the Level(s) methodology.
CP4. Use of BIM processes and other digital technologies to optimise the calculation and reporting of the aforementioned indicators, with a focus on best practices in information management and openBIM methodologies.

Assessment is based on continuous evaluation throughout the semester, with no final exam. In line with the Iscte-Sintra learning methodology, which promotes student initiative and autonomous work, assessment consists of a BIM- and openBIM-based Integrative Project, Individual Discussion, and In-class mini-tests.
• Project (60%)
Based on BIM building models, provided by external partners or developed in previous undergraduate course units, adopting openBIM workflows.
The project is developed in three phases:
Phase 1 – Information management and definition of objectives:Reading and interpretation of the EIR – Exchange Information Requirements and preparation of a BEP – BIM Execution Plan, defining BIM/openBIM objectives, responsibilities, information workflows, and data requirements. At this stage, students must select and justify sustainability indicators, including:a) Mandatory: embodied carbon (A1–A3) and operational energy (kWh/m²·year) and operational carbon (B2);b) Optional: two additional indicators of the students’ choice (e.g. water, waste, daylighting).
Phase 2 – Indicator calculation:Calculation of the selected indicators based on BIM models and openBIM formats (e.g. IFC), including a critical analysis of results and methodological choices.
Phase 3 – Verification and communication:Verification of criteria from environmental certification schemes (Level(s), LiderA, BREEAM or LEED), using openBIM workflows, and communication of results through a dashboard.
• Individual Discussion (20%)
In the individual discussion, students justify and defend the choices made in the group project, demonstrating mastery of the concepts, methodologies and tools addressed in the course.
• Mini-tests (20%)
Quizzes of 15–20 minutes, covering the lectures content and preparatory reading materials.
• Pass Requirements
Weighted average grade equal to or higher than 9.5, with a minimum grade of 8.0 in each assessment component.
Minimum attendance of two-thirds of classes and participation in site visits and guest lectures.
The use of AI tools must be explicitly identified and justified.

Mandatory

Brand, Stewart. (1995) How buildings learn: What happens after they're built. Penguin.
McDonough, W., & Braungart, M. (2002) Cradle to Cradle. New York: North Point Press.
Stahel, W. R. (2006) The Performance Economy, Palgrave
Hillebrandt A. Riegler-Floors P., Rosen A., Seggewies J. (2019). Manual of Recycling, Buildings as Sources of Materials. Edition Detail. Detail Business Information GmbH, Munich.
Gorgolewski, M. (2017). Resource salvation: the architecture of reuse. John Wiley & Sons.
ARUP, Circular Buildings Toolkit |Framework |Strategies|Case studies|Tools, https://ce-toolkit.dhub.arup.com/
The Carbon Leadership Forum (2019), Life Cycle Assessment of Buildings (LCA): A Practice Guide, https://carbonleadershipforum.org/lca-practice-guide/
The Handbook to Building a Circular Economy By David Cheshire : https://www.routledge.com/The-Handbook-to-Building-a-Circular-Economy/Cheshire/p/book/9781859469545

Optional

Pinheiro, M. D. (2006) Ambiente e Construção Sustentável. Amadora: Instituto do Ambiente.
Royal Institution of Chartered Surveyors (2023) Whole life carbon assessment for the built environment, Professional standard, global, 2nd edition Version 3, London. https://www.rics.org/content/dam/ricsglobal/documents/standards/Whole_life_carbon_assessment_PS_Sept23.pdf
Future Built. (2024). https://www.futurebuilt.no/english.
Heisel, F. (2022). Building Better - Less - Different: Circular Construction and Circular Economy. Birkhäuser. ISBN: 978-3-0356-2109-9.
Cheshire, D. (2016). Building Revolutions: Applying the Circular Economy to the Built Environment. RIBA Publishing. ISBN 9781859466452.
USGBC. (2024). LEED v4.1 Building Design and Construction Guide. U.S. Green Building Council. Link.
BRE Global Ltd. (2022). BREEAM International - New Construction, Version 6.0: Technical Manual. BRE. Link.
European Commission - Joint Research Centre (2024). Level(s) – EU Framework for Sustainable Buildings. Link.
Dodd, N., Donatello, S., & Cordella, M. (2021). Level(s) – Quadro comum da União Europeia para os indicadores principais de sustentabilidade dos edifícios de escritórios e residenciais: Manual de Utilização 1: Introdução ao quadro comum Level(s) (v. 1.1). Link.
Resende, R., & Parece, S. (2024). Desafios do carbono incorporado e da avaliação de ciclo de vida nos edifícios. In N. Costa et al. (Eds.), Guia de formação em arquitetura bioclimática e eficiência energética nos Açores (pp. 43–52). Ponta Delgada: Ordem dos Arquitectos – Secção Regional dos Açores. ISBN: 978-972-8897-69-7. Link.
Röck, M., Sørensen, A., Tozan, B., Steinmann, J., Horup, L. H., Le Den, X., & Birgisdottir, H. (2022). Towards Embodied Carbon Benchmarks for Buildings in Europe: #2 Setting the Baseline: A Bottom-Up Approach. Rambøll. https://doi.org/10.5281/zenodo.5895050.
Bartels, N., Höper, J., Theißen, S., Wimmer, R. (2023). Application of the BIM Method in Sustainable Construction. Status Quo of Potential Applications in Practice. Springer Nature. https://doi.org/10.1007/978-3-031-12759-5