Learning Outcomes

1. Analyse the sex- or gender-based inequalities and the gender biases present in one's own area of knowledge.
2. Chronologically and thematically locate the concepts and practices that lead to the development of quantum mechanics.
3. 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.
4. Consider how gender stereotypes and roles impinge on the exercise of the profession.
5. Describe and analyse Einstein’s physical arguments and his way of presenting them.
6. Describe and analyse Galileo's demonstration of the law of falling bodies and characterise its mathematisation of movement.
7. Describe and analyse the contribution of Galileo to the establishment of a mathematical and experimental physics.
8. Describe and analyse the reaction of the public and the scientific community to Einstein's visit to Spain in 1923.
9. Describe the changes in the methods and tools of physics, concerning the division of the discipline into different areas.
10. Describe the contribution of Newton to the use of mathematics in natural philosophy.
11. Describe the origins of the concept of field.
12. Describe the problems raised by the use of instruments in natural philosophy.
13. Describe the relationship between the theory of relativity and the problems of the electrodynamics of moving bodies.
14. Described the Platonic attitude to the mathematical foundations of physical reality.
15. Develop an understanding of the structure and content of the mathematical principles in natural philosophy of Isaac Newton.
16. 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.
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. Explain the explicit or implicit code of practice of one's own area of knowledge.
19. Explain the relationship between Galilean kinematics and Copernican cosmology.
20. Explain the relationship between these factors and their impact on the practice of physics and the genesis of the laboratory.
21. Explain the sense in which Hertz states that Maxwell’s theory is Maxwell’s system of equations.
22. Identify situations in which a change or improvement is needed.
23. Identify the factors that lead to the professionalisation of research and the teaching of physics in the nineteenth century, especially in France and Germany.
24. In an efficient way, synthesize and present the classic and historical text of physics.
25. Participate in discussions that contrasts different views on the historical significance of a text or a problem of physics.
26. Recognise the main stages in the development of contemporary physics in Spain and Catalonia.
27. Recognize the different traditions that shaped the genesis of electromagnetic theory.
28. Recognize the original meaning of the term physics.
29. Recognize the relationship between physics, philosophy and culture throughout history.
30. Use critical reasoning, show analytical skills, correctly use technical language and develop logical arguments
31. Work independently, take initiative itself, be able to organize to achieve results and to plan and execute a project.
32. Working in groups, assume shared responsibilities and interact professionally and constructively with others, showing absolute respect for their rights.
33.  Carry out academic work independently using bibliography (especially in English), databases and through collaboration with other professionals