Learning Outcomes

1. "Recognise the original meaning of the term ""physics"". "
2. Actively demonstrate high concern for quality when defending or presenting the conclusions of one's work.
3. 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.
4. 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.
5. Be able to analyse and synthesise.
6. Carry out academic assignments independently, using source materials (especially in English) and databases, and in collaboration with other professionals.
7. 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.
8. Communicate complex information clearly and precisely, whether orally, in writing or by using ICT, to specialist and non-specialist audiences.
9. Communicate effectively orally and in writing.
10. Critically follow the arguments exposed by others.
11. Describe and analyse Einstein's physical arguments and his way of presenting them.
12. Describe and analyse Galileo's contribution to the establishment of a mathematical and experimental physics.
13. Describe and analyse Galileo's demonstration of the law of the fall of weights and characterise the mathematisation of movement.
14. Describe and analyse the reaction of the public and the scientific community to Einstein's visit to Spainin 1923.
15. Describe the changes in the methods and instruments of physics, in relation to the division of the discipline into different areas.
16. Describe the contribution of Newton to the use of mathematics in natural philosophy.
17. Describe the origins of the concept of field.
18. Describe the problems posed by the use of instruments for natural philosophy.
19. Describe the relationship between the theory of relativity and the problems of electrodynamics of bodies in movement.
20. Described the Platonic attitude to the mathematical substantiation of physical reality.
21. Develop an understanding of the structure and content of the mathematical principles in Isaac Newton's natural philosophy.
22. Develop critical thinking and reasoning and communicate ideas effectively, both in the mother tongue and in other languages.
23. Develop independent learning strategies.
24. Develop self-directed learning.
25. Devise mathematical strategies and objectives when faced with new problems or challenges from different fields of mathematics or from science and society in general.
26. Devise mathematical strategies and objects to address new problems or challenges in different areas of mathematics itself or in science in general and society.
27. Differentiate the different stages of formation of the main areas of mathematics (algebra, arithmetic, analysis, geometry, etc.) and know how to discuss the relevance of this grouping.
28. 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.
29. 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.
30. Effectively use bibliographies and electronic resources to obtain information.
31. Explain and analyze the deontological code of the profession.
32. Explain the challenge of mathematising electricity in the Enlightenment, from an analysis of the experimental demonstration of the law of force between charged objects.
33. Explain the relationship between Galilean kinematics and Copernican cosmology.
34. Explain the relationship between these factors and their impact on the practice of physics and the arrival of the laboratory.
35. Explain the sense in which Hertz states that Maxwell's theory is Maxwell's system of equations.
36. Gain access to the sources, concepts and theories needed to approach studies in the areas of this degree.
37. Generate innovative and competitive proposals for research and professional activities.
38. Identify the factors that lead to the professionalisation of research and the teaching of physics in the nineteenth century, especially in France and Germany.
39. Integrate elements from different areas of knowledge to analyse a situation and suggest actions or solutions.
40. Know that in the past, an illicit use of genetics has been made to promote racist ideologies.
41. 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.
42. Present a map of technological and scientific knowledge with its debts and contributions between the various forms of science and technology.
43. Question ethical problems in the Arab and Islamic world and East Asia, and reconsider humanistic values in our society, concerning social and moral engagement.
44. Read advanced mathematics textbooks in English.
45. Reason critically, show analytical skills, use technical language correctly and formulate logical arguments.
46. Reason critically.
47. Recognise the cultures that have developed in Asia and Africa, attaching importance to the different forms of knowledge and action that have arisen there.
48. Recognise the main stages in the development of contemporary physics in Spain and Catalonia.
49. Recognise the relationships between physics, philosophy and culture throughout history.
50. Recognize the different traditions that shaped the genesis of electromagnetic theory.
51. Recognize the relationships between mathematics, philosophy and culture throughout history.
52. Respect diversity in ideas, people and situations.
53. Students must be capable of applying their knowledge to their work or vocation in a professional way and they should have building arguments and problem resolution skills within their area of study.
54. Students must be capable of communicating information, ideas, problems and solutions to both specialised and non-specialised audiences.
55. Students must develop the necessary learning skills to undertake further training with a high degree of autonomy.
56. Synthesize, based on the historical advance of genetics, a perspective of the current and future scope of this science.
57. 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.
58. 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.
59. To place chronologically and thematically the main concepts and practices that led to the crisis of the foundations at the beginning of the 20th century.
60. Understand the essence of an informative but specialised conference on mathematics.
61. Use and manage bibliographic information, or computer- or internet-based resources within the area of study, in the first languages and in English.
62. Visibility of the contributions of women in mathematics through the study of historical or current cases.