- To reach the awareness of the deeply descriptive / interpretative function of Science (and Physics in particular) towards the everyday phenomena, as well as the interest on the predictive value of scientific claims.

- Perceive the importance of scientific training (and physics, in particular) in a world in which people, more and more often, are invited to express their opinions on social and political choices strongly conditioned by the scientific knowledge.

- Understand the difference between quantitative and qualitative languages, including formal and non-formal relations, also with regard to an effective teaching which is able of stimulating the curiosity (also in a fun way) through the use of rigor and logic.

- Assimilate the operational structure of physics, from which it is not possible to disregard for choosing and formulating good learning strategies. Use effective communication languages, that allow the child a natural and proper approach for the understanding of the physical world around him.

- Understand the experimental basis (with the consequent problems of verification and/or falsification) of Physics.

- Assimilation of the fundamental laws (at the elementary level) of the "world model" offered by the Physics, through the contraposition of historical paradigms which can stimulate a conceptual and critical description of the world.

  Physics as science, magnitudes, dimensional analysis, measurements, vectors, motion in one dimension, average and instantaneous velocity, average and instantaneous acceleration,  motions in two dimensions, the position, velocity and acceleration vectors, circular motion, the forces, statics, Newton’s laws, universal gravitation (outline), fall motion, forces of friction, bodies in equilibrium, energy and momentum, fluid statics, optics, thermodynamics (outline), electrostatics and electrodynamics (outline).

No prerequisites

Students must demonstrate to have reached the following skills:

- a good mastery and ability to understand the fundamental laws of Physics in their general meaning and in the problems inherent to the discipline;

- an aptitude to express even complex concepts of the physical world with a clear and simplified exposure. This should enable him to express scientific concepts and reports both through a qualitative linguistic approach and through appropriate technical language;

- an ability to solve problems through various degrees of difficulty, thus showing to have assimilated the scientific method in its inductive and deductive meanings;

- an independence of judgement in the understanding of the matter derived from a meditated and in-depth study;

 - reflective and critical capacity relating to a personal re-elaboration of the topics studied.

The student, finally, must demonstrate:

- to have reached a sufficient competence in the use of scientific concepts that put him in a position to provide adequate educational proposals for the nursery and primary schools. These proposals should be consistent with a learning process which may prove as methodic step towards a more mature and structured knowledge.

The teaching material prepared by the lecturer in addition to recommended textbooks (such as for instance slides, lecture notes, exercises, bibliography) and communications from the lecturer specific to the course can be found inside the Moodle platform › blended.uniurb.it

    All the didactic materials will be available within the Moodle platform "blended.uniurb.it"

Teaching

    

    

    

    

    Lectures through the use of slides in PowerPoint.

Attendance

    

    

    

    

    There is no obligatory attendance, but it is definitely recommended.

Course books

    

    

    

    

 Ugo Amaldi, Le traiettorie della fisica.azzurro. Da Galileo a Heisenberg. Con interactive e-book (Volume Unico) Zanichelli editore Bologna 2012

Assessment

    

    

    

    

    The examination will be carried out by means of a obligatory written test, structured in problems with multiple answers. The written test problems will focus on different topics dealt with in the program during the Academic Year. Each exact answer will be calibrated in such a way as to assess quantitatively (with a score proportional to the difficulty of the problem) the knowledge acquired according to the Dublin descriptors. This criterion aims at reaching a more detailed and objective measurability of learning outcomes.

Disability and Specific Learning Disorders (SLD)

Students who have registered their disability certification or SLD certification with the Inclusion and Right to Study Office can request to use conceptual maps (for keywords) during exams.

To this end, it is necessary to send the maps, two weeks before the exam date, to the course instructor, who will verify their compliance with the university guidelines and may request modifications.

Teaching

    

    

    

    

    Use of the textbook. The lessons will be developed and calibrated faithfully following the contents of the text.

Attendance

    

    

    

    

    There is no obligatory attendance, but it is definitely recommended.

Course books

    

    

    

    

Ugo Amaldi, Le traiettorie della fisica.azzurro. Da Galileo a Heisenberg. Con interactive e-book (Volume Unico) Zanichelli editore Bologna 2012

Assessment

    

    

    

    

The evaluation will be carried out by means of a compulsory written test. For more information see the Moodle platform blended.uniurb.it

Disability and Specific Learning Disorders (SLD)

Students who have registered their disability certification or SLD certification with the Inclusion and Right to Study Office can request to use conceptual maps (for keywords) during exams.

To this end, it is necessary to send the maps, two weeks before the exam date, to the course instructor, who will verify their compliance with the university guidelines and may request modifications.

    From time to time bibliographic materials will be suggested  for thematic studies. Class attendance is definitely recommended.