Physics (16-30 cr), 15 credits (92FY21)

Fysik (16-30 hp), 15 hp

Main field of study

Physics

Level

First cycle

Course type

Programme course

Examiner

Kenneth Järrendahl, Lina Rogström

Course coordinator

Lina Rogström

Director of studies or equivalent

Magnus Boman
Course offered for Semester Weeks Language Campus VOF
L1AGY Secondary School Teacher Programme - Upper-Secondary, School Subject Mathematics, 300 Credits (Subjcet: Mathematics) 4 (Spring 2018) Swedish Linköping v

Main field of study

Physics

Course level

First cycle

Advancement level

G1X

Course offered for

  • Secondary School Teacher Programme with a specialization in Teaching in the Upper-Secondary School

Examination

Applies to all courses regardless of grading scale.

  • Students failing an exam covering either the entire course or part of the course two times are entitled to have a new examiner appointed for the reexamination.

If the course has a three-graded grading scale (U - VG), following applies:

  • Students who have passed an examination may not retake it in order to improve their grades.

If the course is a VfU course, the following applies:

  • Examination of applied social and didactic abilities is limited to three (3) occasions.

Grades

Three-grade scale, U, G, VG

Other information

Planning and implementation of a course must take its starting point in the wording of the syllabus. The course evaluation included in each course must therefore take up the question how well the course agrees with the syllabus.

The course is carried out in such a way that both men´s and women´s experience and knowledge is made visible and developed.

Department

Institutionen för fysik, kemi och biologi
Andersson, Björn (2008) Att förstå skolans naturvetenskap -Forskningsresultat och nya idéer. Lund: Studentlitteratur. Jönsson, Göran & Nilsson, Elisabeth (2007) Våglära och optik. Lund: Teach Support Linder, Cedric (1992) “Understanding sound: so what is the problem?”, Phys. Educ., Volume 27, p. 258. Shipstone, David (1988) “Pupils‘ understanding of simple electrical circuits Some implications for instruction”, Phys. Educ., Volume 23, p. 92. Silva and Soares (2007) “Voltage versus current, or the problem of the chicken and the egg”, Phys. Educ., Volume 42, p. 508. Young and Freedman (2011) University Physics. San Fransisco: Pearson Addison-Wesley.

No examination details is to be found.

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