Learning outcomes

1.  Carry out academic work independently using bibliography (especially in English), databases and through collaboration with other professionals
2. Communicate complex information in an effective, clear and concise manner, either orally, in writing or through ICTs, in front of both specialist and general publics.
3. Use critical reasoning, show analytical skills, correctly use technical language and develop logical arguments
4. Work independently, take initiative itself, be able to organize to achieve results and to plan and execute a project.
5. Working in groups, assume shared responsibilities and interact professionally and constructively with others, showing absolute respect for their rights.
6. Distinguish the different stages of formation in the main areas of physics, in addition to the reasons for their grouping into categories such as Aristotelian physics, geocentric physics, Newtonian physics, classical physics and modern or contemporary physics.
7. Recognize the relationship between physics, philosophy and culture throughout history.
8. Describe the changes in the methods and tools of physics, concerning the division of the discipline into different areas.
9. Recognize the original meaning of the term physics.
10. Described the Platonic attitude to the mathematical foundations of physical reality.
11. Explain the relationship between Galilean kinematics and Copernican cosmology.
12. Describe the problems raised by the use of instruments in natural philosophy.
13. Describe and analyse Galileo's demonstration of the law of falling bodies and characterise its mathematisation of movement.
14. Describe and analyse the contribution of Galileo to the establishment of a mathematical and experimental physics.
15. Develop an understanding of the structure and content of the mathematical principles in natural philosophy of Isaac Newton.
16. Describe the contribution of Newton to the use of mathematics in natural philosophy.
17. Explain the challenge of mathematising electricity in the Enlightenment, from an analysis of the experimental demonstration of the law of force between charged objects.
18. Identify the factors that lead to the professionalisation of research and the teaching of physics in the nineteenth century, especially in France and Germany.
19. Explain the relationship between these factors and their impact on the practice of physics and the genesis of the laboratory.
20. Describe the origins of the concept of field.
21. Recognize the different traditions that shaped the genesis of electromagnetic theory.
22. Explain the sense in which Hertz states that Maxwell's theory is Maxwell's system of equations.
23. Describe the relationship between the theory of relativity and the problems of the electrodynamics of moving bodies.
24. Describe and analyse Einstein's physical arguments and his way of presenting them.
25. Chronologically and thematically locate the concepts and practices that lead to the development of quantum mechanics.
26. Describe and analyse the reaction of the public and the scientific community to Einstein's visit to Spain in 1923.
27. Recognise the main stages in the development of contemporary physics in Spain and Catalonia.
28. In an efficient way, synthesize and present the classic and historical text of physics.
29. Participate in discussions that contrasts different views on the historical significance of a text or a problem of physics.
30. Identify situations in which a change or improvement is needed.
31. Explain the explicit or implicit code of practice of one's own area of knowledge.
32. Analyse the sex- or gender-based inequalities and the gender biases present in one's own area of knowledge.
33. Consider how gender stereotypes and roles impinge on the exercise of the profession.
34. Integrate elements from different areas of knowledge to analyse a situation and suggest actions or solutions.
35. Respect diversity in ideas, people and situations.
36. Be able to analyse and synthesise.
37. Generate innovative and competitive proposals for research and professional activities.
38. Collect and interpret data on which to substantiate the conclusions drawn, including, where necessary, a reflection on social, scientific or ethical matters in the field of humanities.
39. Develop critical thinking and reasoning and communicate ideas effectively, both in the mother tongue and in other languages.
40. Through personal arguments or procedures, apply the knowledge acquired and the ability to solve problems to complex situations concerning the humanities, including specialist professional activities that require creative, innovative ideas.
41. Critically follow the arguments exposed by others.
42. Gain access to the sources, concepts and theories needed to approach studies in the areas of this degree.
43. Analyse key questions on the basis of evidence and argument, synthesising information and developing reasoned arguments based on the collection and interpretation of significant data.
44. Develop self-directed learning.
45. Present a map of technological and scientific knowledge with its debts and contributions between the various forms of science and technology.
46. Describe the problems posed by the use of instruments for natural philosophy.
47. Describe and analyse Einstein's physical arguments and his way of presenting them.
48. Describe and analyse Galileo's contribution to the establishment of a mathematical and experimental physics.
49. Describe and analyse Galileo's demonstration of the law of the fall of weights and characterise the mathematisation of movement.
50. Describe and analyse the reaction of the public and the scientific community to Einstein's visit to Spainin 1923.
51. Described the Platonic attitude to the mathematical substantiation of physical reality.
52. Recognise the main stages in the development of contemporary physics in Spain and Catalonia.
53. Distinguish the different stages of education in the main areas of physics, and the reasons for their grouping into categories like Aristotelian physics, geocentric physics, Newtonian physics,classical physics and modern or contemporary physics.
54. Explain the challenge of mathematising electricity in the Enlightenment, from an analysis of the experimental demonstration of the law of force between charged objects.
55. Explain the relationship between these factors and their impact on the practice of physics and the arrival of the laboratory.
56. Develop an understanding of the structure and content of the mathematical principles in Isaac Newton's natural philosophy.
57. Identify the factors that lead to the professionalisation of research and the teaching of physics in the nineteenth century, especially in France and Germany.
58. "Recognise the original meaning of the term ""physics"". "
59. Recognize the different traditions that shaped the genesis of electromagnetic theory.
60. Know the scientific and technological developments achieved in Asia and Africa throughout history, from the third millennium before the Common Era up to the present day.
61. Recognise the relationships between physics, philosophy and culture throughout history.
62. Take part in discussions in which different points of view regarding the historical significance of a physics text or problem are played off against each other.
63. Devise mathematical strategies and objects to address new problems or challenges in different areas of mathematics itself or in science in general and society.
64. Describe the changes in the methods and instruments of physics, in relation to the division of the discipline into different areas.
65. Develop independent learning strategies.
66. Reason critically.
67. Use and manage bibliographic information, or computer- or internet-based resources within the area of study, in the first languages and in English.
68. Reason critically, show analytical skills, use technical language correctly and formulate logical arguments.
69. Synthesize, based on the historical advance of genetics, a perspective of the current and future scope of this science.
70. Question ethical problems in the Arab and Islamic world and East Asia, and reconsider humanistic values in our society, concerning social and moral engagement.
71. Communicate effectively orally and in writing.
72. Communicate complex information clearly and precisely, whether orally, in writing or by using ICT, to specialist and non-specialist audiences.
73. Know that in the past, an illicit use of genetics has been made to promote racist ideologies.
74. Describe the relationship between the theory of relativity and the problems of electrodynamics of bodies in movement.
75. Carry out academic assignments independently, using source materials (especially in English) and databases, and in collaboration with other professionals.
76. Display advanced knowledge and understanding of theory and practice and of the work methodologies specific to the humanities, thus achieving a high level in knowledge generation.
77. Recognise the cultures that have developed in Asia and Africa, attaching importance to the different forms of knowledge and action that have arisen there.
78. Assess the impact of the difficulties, prejudices and discriminations that actions or projects may involve, in the short or long term, in relation to certain persons or groups.