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This paper presents a Cyber Physical System (CPS) laboratory based on Open Design, called Open Science Laboratory for Manufacturing (OSLab4Man), with educational and research purpose and the potential contribute and (direct and indirect) effects regarding the 17 Sustainable Development Goals (SDGs). A short introduction describing the 17 SDG, the education for sustainability role, and the relevance of the framed CPS. A literature review of CPS laboratories that are addressed to sustainability is presented. The OSLab4Man is describe in the educational purpose lens. Then, the contribute of the OSLab4Man as an education tool for sustainability regarding the 17 SDGs is reflected. Finally, the conclusions of this work and future works are highlighted., This work was financially supported by (1) National Funds through the Portuguese funding agency, FCT - Fundação para a Ciência e a Tecnologia, within project UIDB/50014/2020, by (2) the Memória Plural – Associação to purchase components for the presented labo- ratory and the authors acknowledge the Department of Mechanical Engineering of the School of Engineering, Polytechnic of Porto, for providing 3D printers to produce parts of the manufacturing equip- ment of the laboratory, and (3) Base Funding – UIDB/04730/2020 of Center for Innovation in Engineering and Industrial Technol- ogy, CIETI – funded by national funds through the FCT/MCTES (PIDDAC).

Sustainable Development (SD) is an increasingly important topic. Humanity has an absolutely vital dependence on a set of natural and artificial resources. The advancement of knowledge needed to adequately manage these resources has traditionally been achieved through specialization. In this strategy of dividing and ruling, what was gained in depth was lost in coverage. Yet, the most recent problems are intensely interdisciplinary, revealing that the previous specialization strategy is currently not wrong, but clearly insufficient. Strangely (or not), various courses in higher education continued to follow the traditional specialization strategy. As a result of this state-of-affairs, several conferences currently exist, both in the field of Education or in the field of Sustainability, but it has been particularly difficult to attract participants to deepen the theme of Teaching Sustainability. As an attempt to contribute to clarifying the needs of the present and future, this TEEM’21 track presents itself as a space for presenting results and debating works and strategies that involve both domains: Teaching and Sustainability., This work was financially supported by Base Funding – UIDB/04730/2020 of Center for Innovation in Engineering and In- dustrial Technology, CIETI – funded by national funds through the FCT/MCTES (PIDDAC)

Livro de atas da TAEE2020., A conferencia TAEE conhecerá na sua 14ª edição um momento histórico. Não só é a primeira vez que a será organizada fora do território Espanhol, como terá lugar a verdadeiramente pioneira experiência de realizar esta conferência num formato puramente virtual no Instituto Superior de Engenharia do Porto. Esta opção representa a solução possível para um evidente problema mundial, que surgiu de forma repentina durante a preparação desta edição. Optamos por aplicar a típica abordagem de engenharia, instintivamente encarando este novo problema como uma verdadeira oportunidade, e aproveitando as limitações impostas para experimentar novas soluções para novas questões. Tentamos criar uma TAEE diferente, não melhor nem pior, mas indo buscar proveitos às tecnologias de comunicação emergentes de forma a criar e dinamizar um evento onde não estaremos fisicamente juntos, mas poderemos comunicar e conviver de forma virtual. A grande motivação da TAEE será sempre os visíveis entrosamentos, dedicação e motivação da comunidade e serão estes fatores que permitirão o sucesso nesta nova forma de estarmos e trabalharmos juntos, mas à distância.

Operational Amplifiers (OpAmps) are one of the most important integrated circuits in the area of electronics. These type of devices are widely adopted in the area since they allow the design of simple and/or complex analogue circuits without many efforts. It is therefore fundamental to create innovative educational solutions to facilitate their teaching and learning, and in particular the inclusion of more experimental work in a course curricula. For this purpose, it was designed and implemented a reconfigurable and expandable kit to teach and learn electronic circuits based on the OpAmp uA741. The kit comprises a software application and a hardware platform. The software application allows the simulation and the reconfiguration of real electronic circuits based on the OpAmp uA741 included in the hardware platform. For measuring and/or applying signals to a particular reconfigured circuit, users may establish automatic connections. In this paper it is described the features and functionalities provided by the kit, and an overview about the OpAmp uA741. At the end, some teachers’ opinions about their perceptions concerning a possible adoption of the kit in a real educational scenario are presented.

The long-term goal of engineering education is to prepare students to work as engineers. Being a practical profession, laboratories play a crucial role in illustrating concepts and principles as well as improving technical skills. In the last decades the use of online resources (simulators and remote labs) has been growing, either as a complementary and/or as an alternative way of developing experimental competences. In the scope of the VISIR+ Project, this work presents the first results of a didactical implementation using simultaneously the remote laboratory VISIR (Virtual Instrument Systems in Reality), simulation and calculus in a Math Course at the Federal University of Santa Catarina (UFSC). The preliminary results indicate that the use of several resources increases students’ performance, boosting their learning and competence development.

Engineering Education includes not only teaching theoretical fundamental concepts but also its verification during practical lessons in laboratories. The usual strategies to carry out this action are frequently based on Problem Based Learning, starting from a given state and proceeding forward to a target state. The possibility or the effectiveness of this procedure depends on previous states and if the present state was caused or resulted from earlier ones. This often happens in engineering education when the achieved results do not match the desired ones, e.g. when programming code is being developed or when the cause of the wrong behavior of an electronic circuit is being identified. It is thus important to also prepare students to proceed in the reverse way, i.e. given a start state generate the explanation or even the principles that underlie it. Later on, this sort of skills will be important. For instance, to a doctor making a patientâ??s story or to an engineer discovering the source of a malfunction. This learning methodology presents pedagogical advantages besides the enhanced preparation of students to their future work. The work presented on his document describes an automation project developed by a group of students in an engineering polytechnic school laboratory. The main objective was to improve the performance of a Braille machine. However, in a scenario of Reverse Problem-Based learning, students had first to discover and characterize the entire machine's function before being allowed (and being able) to propose a solution for the existing problem.