Course memo Spring 2026-60541
Version 1 – 01/12/2026, 9:33:42 AM
Spring 2026-60541 (Start date 13 Jan 2026, English)
English
ABE/Philosophy
Headings denoted with an asterisk ( * ) is retrieved from the course syllabus version Autumn 2022
The following is an incomplete list of topics covered in the course.
After having completed the course, the student should, with regards to the theory and methodology of science, both orally as well as in writing, be able to:
These learning objectives are examined in writing via an exam and orally via seminars.
These learning objectives are examined in writing via a project work.
Below follows an outline of the course learning activities. Detailed descriptions of the learning activities are found in later sections in this course memo.
A project part that consists of three lectures, two seminars and an essay writing session. Students are expected to read the course material continually during the course and prepare for the lectures and seminars. After taking this project part, students should be familiar with the most common theories and methods of applied ethics and their relevance for medical technology. They should be able to conduct independent moral reflections on practical problems in the ethics of medical technology both verbally and in writing.
Students from the Medical Engineering program - TMLEM (who can take either AK2036 or AK2050) can take the other course modules (the TaMoS basic Seminars and the TaMoS Exam) in either period 3 or period 4, but will have to take the Ethics of Medical Technology project part in period 4 that is presented on this page. (If unsure wheter you take the AK2036 or AK2050 version of the course, check Ladok, or contact your program coordinatior.
This course includes eleven lectures on the general methodology of science. Lecture 1 is held on campus and lectures 2-11 are available as videos via Canvas and can be viewed at any time during the course. The placement of video lectures in the TimeEdit course schedule is a planning suggestion for when you might view them.
Each of the video lectures has an associated lecture quiz with a deadline. If you complete lecture quizzes with passing score upon the deadline, you receive course bonus points for the exam (see section on Schedule and see Canvas for quiz deadlines). For more information on bonus points, see section on Bonus point system below.
*In period 4 the last video lectures might be scheduled in later weeks due to holidays.
The project part (see more info in the section about the project part) consists of three lectures:
1. Methods of applied ethics
2. Paternalism in medical technologies
3. Bias and algorithms
The function of the flipped classroom format is to offer an opportunity for students to receive clarifications from the lecturer on lecture contents. The flipped classroom sessions are intended for addressing questions on course topics that students find unclear, challenging or otherwise interesting.
There are two flipped classroom sessions on campus, each based on two video lectures. Flipped classroom 1 focuses on the lectures on scientific inferences (lecture 2), and on observation and measurement (lecture 3). Flipped classroom 2 focuses on the lectures on experiments (lecture 4) and on models (lecture 5).
Each flipped classroom session has an associated discussion board. Before each flipped classroom session, you post a question for the lecturer on the board related to the relevant video lectures, and you upvote questions posted by other students that you would like the lecturer to address during the session. See section on Schedule and see Canvas for further instructions and deadlines.
The lecturer selects a set of questions from the discussion board and devotes the flipped classroom sessions to answering these questions. During the sessions, you will also be invited to participate on voluntary exercise activities.
If you complete the flipped classroom activities, you receive course bonus points for the exam. For more information on bonus points, see section on Bonus point system below.
It is possible to attend flipped classroom sessions without having posted on the discussion board and without participating on exercises in the classroom, but this will yield no bonus points.
The flipped classroom sessions are taken together with students from other, similar courses.
Completing video lecture quizzes with a passing score, as well as participating on the flipped classroom activities, gives course bonus points for the exam. Bonus point activities are voluntary, optional activities intended at incentivising students to engage with the course contents continuously throughout the course.
Each video lecture has an associated video lecture quiz, comprised of 15 questions. If you complete a quiz with a 14 point score or higher, All video lecture quizzes have deadlines (See section on Schedule and see Canvas for deadlines). There is no limit on number of attempts up until the quiz deadlines.
Course bonus points can also be awarded for the two flipped classrooms. Attending the flipped classroom session and carrying out tasks as per instructed by the lecturer results in 0.5 course bonus points per each of the two flipped classrooms.
In order to make the number of bonus points fit the exam format, course bonus points are scaled in the following way before the exam (C = course bonus points, E = exam bonus points): E = C * 5/6, rounded up to the closest .5-value. Example: 4.5 course bonus points will be scaled as 4.5 * 5/6 = 3.75, then rounded up to 4 exam points. You can maximally obtain 5 exam bonus points.
Exam bonus points are added to part 1 of the exam. For example, if part 1 has a maximum score of 15 points, then 3.5 exam bonus points plus 10 points on part 1 results in a total score of 13.5 points on part 1 of the exam. 4 exam bonus points plus 13 points on part 1 results in a total score of 15 points on part 1 of the exam.
For more information about the exam, see section on Examination and completion.
Bonus points collected during one and the same course period are valid for, and only for, the scheduled exam and the corresponding re-exam for that period.
The course includes a mandatory seminar series comprised of four seminars. Each seminar covers selected course contents from the video lectures and course readings, and following the first seminar, each subsequent seminar connects to the previous seminars. Seminars are intended as a collaborative learning activity where you practice critically discussing course contents and practice applying course contents to cases, with instruction and support from teaching staff. The overall topics covered during the seminar series are as follows:
Since completion of the seminar series yields course credits, the seminars feature mandatory activities: (1) preparing and passing a seminar quiz, and (2) actively participating on the seminar. Missing activities result in seminar incompletion and thus no seminar course credits.
Before each seminar, you read the assigned readings (reading instructions available on Canvas). Before attending each seminar, you must also pass a mandatory seminar preparation quiz (See section on Schedule and see Canvas for deadlines). There is no limit on number of quiz attempts up until the quiz deadline. You must complete the quiz with a passing score of 14 points before the deadline (indicated in Canvas as “Passed”).
The preparation quizzes are intended to ensure that all participants come prepared to the seminar for a more rewarding seminar learning experience. If you attend the seminar without completing the preparation quiz beforehand, you will not be marked as attending.
On the seminar, you will be working together with other students on exercises as per instructed by the teacher. The exercises are formulated in such a way as to promote critical reflection and discussion, as well as to practice application of course concepts to case scenarios.
You are expected to engage actively with the course contents and work on the exercises during the seminar. Passive attendance on the seminar will be marked as not attending. Active participation on the seminar does not mean that you are expected to demonstrate full proficiency of course contents. Rather, it means that you are expected to have properly engaged with the relevant course material beforehand and made an honest attempt at understanding it. Arisen questions and reflections can be addressed on the seminar.
For information on what to do if you have not completed a preparation quiz or actively attended on a seminar, see the section on Examination and completion.
Note that the TimeEdit course schedule shows multiple seminar slots for every seminar week. The different slots correspond to different seminar groups. You will join only one seminar group upon course start and your group takes only one seminar per seminar week. Instructions on how to join a seminar group as well as a seminar group schedule will be available on Canvas after the course starts and before the start of the seminar series.
Seminar contents and reading instructions.
All the texts can be found on Canvas.
Seminar 1 – Definitions, operationalizations and hypotheses.
Texts:
Topics relevant for the seminar:
Seminar 2 – Designing a scientific study.
Texts:
Topics relevant for the seminar:
Seminar 3: Interpretation, analysis and evidence.
Texts:
Topics relevant for the seminar:
Seminar 4: Risk and research ethics.
Texts:
Topics relevant for the seminar:
After taking this module, students should be familiar with the most common theories and methods of applied ethics and their relevance for medical technology. They should be able to conduct independent moral reflections on practical problems in the ethics of medical technology both verbally and in writing.
The module consists of three lectures and two seminars. Students are expected to read the course material continually during the course and prepare for the lectures and seminars.
Examination
To pass, students must have participated in all the lectures and seminars. Before all sessions, students are required to complete written assignments. Should anyone be unable to attend one or more lectures/seminars, or if they do not submit their home assignments on time, or if their home assignments are incomplete or unsatisfactorily completed, students will have to complete compensation assignments.
Furthermore, students must write short essays on different topics in the ethics of medical technology.
Please note that all home assignments for the lectures and seminars have to be submitted BEFORE that lecture or seminar starts.
You submit via the canvas links under the subheading Assignments in the menu to the left in canvas.
If you fail to submit on time, you will have to do he compensatory assignment for the respective lecture or seminar.
Use of AI is not permitted when writing the pre‑lecture and seminar assignments, as the purpose of these tasks is to reflect independently on technical terms and issues from the course material. Submitted assignments will be checked for both plagiarism and AI use. If anything suspicious is identified, a formal academic misconduct (cheating) procedure may be initiated.
Schedule and Deadlines.
See the project part information page on Canvas.
Five very important points
Read through this entire page before the course starts.
It will be assumed that students have watched the TaMoS video lectures on research ethics. For instance, terms and concepts such as utilitarianism and deontology will be used with no prior explanation. Also make sure you understand what applied ethics is.
All submissions (of home assignments and compensation assignments etc.) are done through Canvas under
"Assignments," in the menu to the left. Submissions through e-mail are not valid.
All assignments are individual assignments.
No copy paste - Use your own words.
All assignments are checked for plagiarism and illegitimate group work.
No group work allowed.
Students must submit home assignments before each session. The submissions will close when the session begins. Students who fail to submit their home assignments on time will have to complete the same compensation assignments as those who did not attend the session.
For more detailed information about the project part, see the project part information page on Canvas.
The course offers exercise sessions which are extra opportunities to practice on the course content. They are held on campus (see KTH schedule) or online and shared with other course codes. They are voluntary and have no associated submissions. More information can be found on Canvas.
Expected workload is calculated based on number of course credits per period.
7.5 ECTS one period: 20 h /week
The course schedule is available in TimeEdit via www.kth.se/schema. To find your schedule, log in and choose "Course" in the drop-down menu and search for your course code. Here you can also see what type of course activity it is. For example if it is a Digital Pre-Recorded Video Lecture, or Digital on Zoom. If the course activity has a room name or code (e.g. F1 or L43) then it is on Campus. Note that this schedule does not include submission deadlines, nor the seminar group schedule with one slot per group. The TimeEdit course schedule displays all seminar slots. The seminar group schedule with one slot per group will be determined after the student group sign-up is completed. The group sign-up starts when the course starts. Instructions for sign-up and group schedule will be available on Canvas.
Your course shares seminars with other courses on theory and methodology of science. If you have scheduling issues, there may be other sessions that you could attend. Contact your course coordinator if you wish to attend another seminar slot.
Overall information on essay/project part submission deadlines, seminar preparation quiz deadlines, video lecture quiz deadlines, and deadlines for posting questions before flipped classroom sessions can be found in this document. The exact dates and times for submission deadlines are available on Canvas.
Seminar preparation quizzes open Monday the week before each respective seminar. You must pass the quiz before attending your scheduled seminar. Seminar group schedule is determined after course start and made available on Canvas. See general course schedule in TimeEdit for all seminar slots.
All video lecture quizzes open on the Monday the week before the scheduling of a given lecture and close on the Friday the week after the scheduling of the lecture.
Deadline for posting and upvoting questions on the discussion boards are:
Flipped classroom session 1: 2 workdays before the scheduled session.
Flipped classroom session 2: 3 workdays before the scheduled session.
This course includes eleven lectures. Lecture 1 is held on campus and lectures 2-11 are available as videos via Canvas and can be viewed at any time during the course. The placement of video lectures in the TimeEdit course schedule is a planning suggestion for when you might view them.
Each of the video lectures has an associated lecture quiz with a deadline. If you complete lecture quizzes with passing score upon the deadline, you receive course bonus points for the exam (see section on Schedule and see Canvas for quiz deadlines). For more information on bonus points, see section on Bonus point system below.
Flipped classroom sessions function as an opportunity for receiving clarification from the lecturer on lecture contents. The flipped classroom sessions are intended for addressing questions on course topics that students find unclear, challenging or otherwise interesting.
There are two flipped classroom sessions on campus, each based on two video lectures. Flipped classroom 1 focuses on the lectures on scientific inferences (lecture 2), and on observation and measurement (lecture 3). Flipped classroom 2 focuses on the lectures on experiments (lecture 4) and on models (lecture 5).
Each flipped classroom session has an associated discussion board. Before each flipped classroom session, you post a question for the lecturer on the board related to the relevant video lectures, and you upvote questions posted by other students that you would like the lecturer to address during the session. See section on Schedule and see Canvas for further instructions and deadlines.
The lecturer selects a set of questions from the discussion board and devotes the flipped classroom sessions to answering these questions. During the sessions, you will also be invited to participate on voluntary exercise activities.
If you complete the flipped classroom activities, you receive course bonus points for the exam. For more information on bonus points, see section on Bonus point system below.
It is possible to attend flipped classroom sessions without having posted on the discussion board and without participating on exercises in the classroom, but this will yield no bonus points.
The flipped classroom sessions are taken together with students from other, similar courses.
Completing video lecture quizzes with a passing score, as well as participating on the flipped classroom activities, gives course bonus points for the exam. Bonus point activities are voluntary, optional activities intended at incentivising students to engage with the course contents continuously throughout the course.
Each video lecture has an associated video lecture quiz, comprised of 15 questions. If you complete a quiz with a 14 point score or higher, All video lecture quizzes have deadlines (See section on Schedule and see Canvas for deadlines). There is no limit on number of attempts up until the quiz deadlines.
Course bonus points can also be awarded for the two flipped classrooms. Attending the flipped classroom session and carrying out tasks as per instructed by the lecturer results in 0.5 course bonus points per each of the two flipped classrooms.
In order to make the number of bonus points fit the exam format, course bonus points are scaled in the following way before the exam (C = course bonus points, E = exam bonus points): E = C * 5/6, rounded up to the closest .5-value. Example: 4.5 course bonus points will be scaled as 4.5 * 5/6 = 3.75, then rounded up to 4 exam points. You can maximally obtain 5 exam bonus points.
Exam bonus points are added to part 1 of the exam. For example, if part 1 has a maximum score of 15 points, then 3.5 exam bonus points plus 10 points on part 1 results in a total score of 13.5 points on part 1 of the exam. 4 exam bonus points plus 13 points on part 1 results in a total score of 15 points on part 1 of the exam.
For more information about the exam, see section on Examination and completion.
Bonus points collected during one and the same course period are valid for, and only for, the scheduled exam and the corresponding re-exam for that period.
The course includes a mandatory seminar series comprised of four seminars. Each seminar covers selected course contents from the video lectures and course readings, and following the first seminar, each subsequent seminar connects to the previous seminars. Seminars are intended as a collaborative learning activity where you practice critically discussing course contents and practice applying course contents to cases, with instruction and support from teaching staff. The overall topics covered during the seminar series are as follows:
Since completion of the seminar series yields course credits, the seminars feature mandatory activities: (1) preparing and passing a seminar quiz, and (2) actively participating on the seminar. Missing activities result in seminar incompletion and thus no seminar course credits.
Before each seminar, you read the assigned readings (reading instructions available on Canvas). Before attending each seminar, you must also pass a mandatory seminar preparation quiz (See section on Schedule and see Canvas for deadlines). There is no limit on number of quiz attempts up until the quiz deadline. You must complete the quiz with a passing score of 14 points before the deadline (indicated in Canvas as “Passed”).
The preparation quizzes are intended to ensure that all participants come prepared to the seminar for a more rewarding seminar learning experience. If you attend the seminar without completing the preparation quiz beforehand, you will not be marked as attending.
On the seminar, you will be working together with other students on exercises as per instructed by the teacher. The exercises are formulated in such a way as to promote critical reflection and discussion, as well as to practice application of course concepts to case scenarios.
You are expected to engage actively with the course contents and work on the exercises during the seminar. Passive attendance on the seminar will be marked as not attending. Active participation on the seminar does not mean that you are expected to demonstrate full proficiency of course contents. Rather, it means that you are expected to have properly engaged with the relevant course material beforehand and made an honest attempt at understanding it. Arisen questions and reflections can be addressed on the seminar.
For information on what to do if you have not completed a preparation quiz or actively attended on a seminar, see the section on Examination and completion.
Note that the TimeEdit course schedule shows multiple seminar slots for every seminar week. The different slots correspond to different seminar groups. You will join only one seminar group upon course start and your group takes only one seminar per seminar week. Instructions on how to join a seminar group as well as a seminar group schedule will be available on Canvas after the course starts and before the start of the seminar series.
Seminar 1 – Definitions, operationalizations and hypotheses.
Texts:
Topics relevant for the seminar:
Seminar 2 – Designing a scientific study.
Texts:
Topics relevant for the seminar:
Seminar 3: Interpretation, analysis and evidence.
Texts:
Topics relevant for the seminar:
Seminar 4: Risk and research ethics.
Texts:
Topics relevant for the seminar:
Plagiarism and References
All texts are automatically checked for plagiarism, and high plagiarism percentages are then also manually checked. If we after this suspect actual plagiarism, we are obliged to report this to the disciplinary committee. All sources should be stated using any standard referencing system (see the KTH library).
If suspected plagiarism is detected, a manual inspection will be performed. If a manual inspection indicates plagiarism, the assignment will not be corrected, and a report to the disciplinary committee will be filed. If two or more submissions are too similar to each other, none of them will be corrected and reports will be filed with regards to all students involved.
Given this, it is extremely important that you make sure that any text is written by you. This is your responsibility. We will make no exceptions for so called “accidental plagiarism”.
You are allowed to cite sources. Such citations should be put in quotation marks (“ “) and a reference to the original source (using any standard system) should be given immediately after the quote. As a simple rule, consider five words or more directly from a source, a citation. These citations will not be included in the assessment, and the content will not increase your grade. Just what you account for, or discuss about the citation, will be graded. A possible use for a citation might be when presenting, addressing, or discussing a particular statement, or claim that is made in your assigned article.
To avoid suspicion of plagiarism, a tip is to make notes when reading a text, and write your assignment by looking at your notes instead of the text.
When working with references in general, it is good to use footnotes, where you can indicate what the original sources are that you address or discuss, and also for writing useful comments. This could for example be when addressing some paragraph and page of a particular text you are working with, or referring to some TaMoS course material (say, if you are accounting for, or making some evaluation using a TaMoS concept). This will (again) help you to avoid suspicion of plagiarism, and also help us to quicker and easier understand and check if needed, where the original sources are for what you address and write in your text. You do not have to overdo it, and have references everywhere, but please be sure to have them where they might be needed.
The exercise sessions are extra opportunities to practice on the course content. They are held on campus and shared with other course codes. They are voluntary and have no associated submissions. The format is tested for the first time this semester. More information will follow on Canvas.
Expected workload is calculated based on number of course credits per period.
7.5 ECTS one period: 20 h /week
The course schedule is available in TimeEdit via www.kth.se/schema. To find your schedule, log in and choose "Course" in the drop-down menu and search for your course code. Here you can also see what type of course activity it is. For example if it is a Digital Pre-Recorded Video Lecture, or Digital on Zoom. If the course activity has a room name or code (e.g. F1 or L43) then it is on Campus. Note that this schedule does not include submission deadlines, nor seminar group schedule. The TimeEdit course schedule displays all seminar slots. The seminar group schedule with one slot per group will be determined after student group sign-up upon course start. Instructions for sign-up and group schedule will be available on Canvas.
Your course shares seminars with other courses on theory and methodology of science. If you have scheduling issues, there may be other sessions that you could attend. Contact your course coordinator if you wish to attend another seminar slot.
Overall information on essay/project part submission deadlines, seminar preparation quiz deadlines, video lecture quiz deadlines, and deadlines for posting questions before flipped classroom sessions can be found in this document. The exact dates and times for submission deadlines are available on Canvas.
All the course material is available on the Canvas course room. The following literature has previously been used:
In addition, there are three supplemental texts:
Articles and other texts will also be distributed during the course, for example related to the project part.
All the course material is available on the Canvas course room. It cannot be bought as physical books, but you are welcome to print them.
Students at KTH with a permanent disability can get support during studies from Funka:
Based on recommendation from KTH’s coordinator for disabilities, the examiner will decide how to adapt an examination for students with documented disability.
The examiner may apply another examination format when re-examining individual students.
If the course is discontinued, students may request to be examined during the following two academic years.
A student can be examined in SEM1 with written assignments that replace attendance at seminars, provided that an agreement is in place for the student to take the course remotely.
The section below is not retrieved from the course syllabus:
The examination is based on the lectures and the seminars, as well as the course literature. It is given on campus on the date and time indicated in the schedule. It consists of three parts. The first part is a multiple-choice part asking you to identify the definitions and applications of course concepts. The second part is an essay part where you are to submit essay answers to two problems. In this part you are asked to account for the course concepts. The third part is an essay part where you choose one out of a list of problems, which require you to account for, apply and discuss course concepts to show skills equivalent to the grade levels C, B and A. This part is only corrected if the student reaches the grade D on parts 1&2. Furthermore, the grade A requires that the student reaches the grade C on parts 1&2.
The exam parts correspond to the learning outcomes of the course. It is an “open book” exam, which means that you are allowed to bring printed copies of the course material as well as you own notes. This also includes questions and answers from old exams or any other material that you think might be useful. All such material must be printed or hand-written on paper. No electronic devices, such as computers or phones, are allowed during the exam. You are allowed to cite sources, i.e. the course literature that you bring. Such citations should be put in quotation marks (“ “) and a reference (using any standard system) should be given immediately after the quote. These citations will not be included in the assessment, and the content will not increase your grade. A possible use for a citation might be to exemplify a position you disagree with in your treatment of part 3.
Part 1 is a multiple-choice part; 15 questions, one point each. Several options may be correct. Points per question will be either full point or zero points. Bonus points will be added to your score on part 1, up to the maximum limit of 15 points on part 1. Bonus points from previous periods are not valid for this exam.
Part 2 consists of two problems, five points each. Points will be awarded in 0.5 increments. Each problem contains several sub-problems and is to be answered in essay form. In this part, you are tasked with demonstrating knowledge by describing and accounting for the course concepts in your own words, applying these to new cases and by critically discussing these concepts. By completing only part 1 and part 2, a student can get the following grades: C, D, E, FX and F. The grade on these parts is determined by the following grading table:
Grade Table Parts 1 & 2
|
Score parts 1+2 |
Grade |
|
<14.0 |
F |
|
14.0 |
Fx |
|
17.0 |
E |
|
19.0 |
D |
|
22.0 |
C |
Part 3 is about depth. Here, you get a number of questions on different topics to choose between and answer with one longer essay answer. You will argue for your opinion and justify your positions, explain and discuss the course concepts, and how they relate to your field of study. Part 3 will be graded A, B or C according to the grading criteria (see below). This part will only be corrected if you have received the grade D on parts 1 and 2. You are not required to answer this part to pass the exam.
Grading criteria, C-A
| Grade | Svenska | English |
|
A |
Studenten redogör korrekt, samt med stor utförlighet och precision för kursbegrepp, teorier och problemområden samt gör rimliga tillämpningar av dessa begrepp och teorier på ett mycket övertygande sätt. Studenten framställer en välargumenterad diskussion av definitionerna och tillämpningarna av begrepp och teorier med avseende på vetenskaplig forskning på ett utförligt, självständigt och mycket precist sätt. Studenten har på tentamens två första delar erhållit minst 22 poäng. |
The student provides correct, extensive and precise accounts for concepts, theories and general problem areas, and provides very convincing applications of those concepts and theories to specific cases. The student presents a well-argued, independent, extensive and very precise discussion of the definitions and applications of concepts and theories as they apply to specific cases of scientific research. The student has, for part one and two of the exam, reached a score of 22 points. |
|
B |
Studenten redogör korrekt och med precision för kursbegrepp, teorier och problemområden samt gör rimliga tillämpningar av dessa begrepp och teorier på ett övertygande sätt. Studenten framställer en huvudsakligen välargumenterad diskussion av definitionerna och tillämpningarna av begrepp och teorier med avseende på vetenskaplig forskning på ett utförligt och precist sätt samt med viss självständighet i framställningen |
The student provides correct and precise accounts for concepts, theories and general problem areas, and provides convincing applications of those concepts and theories to specific cases. The student presents an extensive, precise, mostly well-argued, and somewhat independent discussion of the definitions and applications of concepts and theories as they apply to specific cases of scientific research.
|
|
C |
Studenten redogör korrekt och tydligt för kursbegrepp, teorier och problemområden samt gör rimliga tillämpningar av dessa begrepp och teorier på specifika fall. Studenten framställer en diskussion av definitionerna och tillämpningar av begrepp och teorier med avseende på vetenskaplig forskning på ett precist sätt med ansats till argumentation och självständighet. |
The student accounts, correctly and clearly for concepts, theories and general problem areas, and provides reasonable applications of these concepts and theories to specific cases. The student presents a discussion of the definitions and applications of concepts and theories as they apply to specific cases of scientific research in a precise way with an attempt at independent and argumentative reasoning. |
Grade F. Kriterierna för P är inte uppfyllda. (Official formulation)
Translation. The criteria for P are not fulfilled.
During the course there are quizzes and flipped classroom sessions where students can collect bonus points. The bonus points are scaled to fit the exam format: maximum five points. The points are then added to the part 1 exam score, capped at the maximum for that part. Bonus points are valid for the exam and re-exam belonging to the period and year when they were collected. One may collect points valid for another exam by re-registering for that period and re-taking the quizzes. Note that it is not possible to re-register if you have already passed the course, in other words, you cannot collect new bonus points for attempts to raise the grade (plussning).
Fullfilled seminar requirements, project requirements and written exam.
The grading criteria for the parts of the course graded pass or fail are the same as the fulfilment of the course learning outcomes, in the way stated above. Below are the grading criteria for the exam, in Swedish, with English translation. The letter grade is determined by the fulfilment of all required criteria for each grade. Grading tables will be available a couple of weeks after the course starts.
|
Lärandemål 1: Identifiera definitioner och beskrivningar av begrepp, teorier och problemområden, samt identifiera den korrekta applikationen av dessa begrepp och teorier. Learning outcome 1: Identify definitions and descriptions of concepts, theories and problem areas, as well as identify the correct application of these concepts and theories. |
Lärandemål 2: Redogöra för begrepp, teorier och generella problemområden, samt tillämpa begrepp och teorier på specifika fall. Learning outcome 2: Account for concepts, theories and general problem areas, as well as apply concepts and theories to specific cases |
Lärandemål 3: Kritiskt diskutera definitionerna och tillämpningarna av begrepp och teorier med avseende på specifika fall av vetenskaplig forskning. Learning outcome 3: Critically discuss the definitions and applications of concepts and theories as they apply to specific cases of scientific research. |
|
| A |
Studenten redogör korrekt, samt med stor utförlighet och precision för kursbegrepp, teorier och problemområden samt gör rimliga tillämpningar av dessa begrepp och teorier på ett mycket övertygande sätt. The student provides correct, extensive and precise accounts for concepts, theories and general problem areas, and provides very convincing applications of those concepts and theories to specific cases. |
Studenten framställer en välargumenterad diskussion av definitionerna och tillämpningarna av begrepp och teorier med avseende på vetenskaplig forskning på ett utförligt, självständigt och mycket precist sätt. The student presents a well-argued, independent, extensive and very precise discussion of the definitions and applications of concepts and theories as they apply to specific cases of scientific research. |
|
| B |
Studenten redogör korrekt och med precision för kursbegrepp, teorier och problemområden samt gör rimliga tillämpningar av dessa begrepp och teorier på ett övertygande sätt. The student provides correct and precise accounts for concepts, theories and general problem areas, and provides convincing applications of those concepts and theories to specific cases. |
Studenten framställer en huvudsakligen välargumenterad diskussion av definitionerna och tillämpningarna av begrepp och teorier med avseende på vetenskaplig forskning på ett utförligt och precist sätt samt med viss självständighet i framställningen. The student presents an extensive, precise, mostly well-argued, and somewhat independent discussion of the definitions and applications of concepts and theories as they apply to specific cases of scientific research. |
|
| C |
Studenten redogör korrekt och tydligt för kursbegrepp, teorier och problemområden samt gör rimliga tillämpningar av dessa begrepp och teorier på specifika fall. The student accounts, correctly and clearly for concepts, theories and general problem areas, and provides reasonable applications of these concepts and theories to specific cases. |
Studenten framställer en diskussion av definitionerna och tillämpningar av begrepp och teorier med avseende på vetenskaplig forskning på ett precist sätt med ansats till argumentation och självständighet. The student presents a discussion of the definitions and applications of concepts and theories as they apply to specific cases of scientific research in a precise way with an attempt at independent and argumentative reasoning. |
|
| D |
Studenten redogör i huvudsak korrekt och med tillräckliga beskrivningar av kursbegrepp, teorier och problemområden och gör acceptabla tillämpningar av dessa begrepp och teorier på specifika fall. The student provides mostly correct and sufficiently satisfactory accounts of concepts, theories and general problem areas, and provides acceptable applications of these concepts and theories to specific cases. |
Studenten framställer en diskussion av definitionerna och tillämpningarna av begrepp och teorier med avseende på vetenskaplig forskning utan större felaktigheter eller motsägelser. The student presents a discussion of the definitions and applications of concepts and theories as they apply to specific cases of scientific research without substantial errors or contradictions. |
|
| E |
Studenten redogör med knapphändiga beskrivningar i huvudsak korrekt för kursbegrepp, teorier och problemområden och gör acceptabla tillämpningar av begrepp och teorier på specifika fall. The student provides sparse, but mostly correct accounts of concepts, theories and general problem areas and provides acceptable applications of those concepts and theories to specific cases. |
Studenten framställer en diskussion av definitionerna och tillämpningarna av begrepp och teorier med avseende på vetenskaplig forskning som knapphändig, eller i enstaka fall felaktig eller motsägelsefull. The student presents a sparse discussion of the definitions and applications of concepts and theories, as they apply to specific cases of scientific research, with some notable errors or contradictions. |
|
| Fx |
Studenten identifierar ett flertal av definitioner och beskrivningar av begrepp, teorier och problemområden korrekt samt identifierar den korrekta tillämpningen av dessa begrepp och teorier. The student identifies multiple definitions and descriptions of concepts, theories and problem areas, and identifies the correct application of these concepts and theories. |
Studentens redogörelser av kursbegrepp, teorier och problemområden är markant inkorrekta eller mycket knapphändiga. Studentens tillämpningar av begrepp och teorier på specifika fall är delvis inkorrekta. The student’s accounts of concepts, theories and general problem areas are very sparse or contains substantial errors. The student’s applications of those concepts and theories are partially incorrect. |
Studenten gör en ansats till att diskutera definitionerna och tillämpningarna av begrepp och teorier med avseende på vetenskaplig forskning, men framställningen är markant otydlig, felaktig eller motsägelsefull. The student presents an attempt at a discussion of the definitions and applications of concepts and theories as they apply to specific cases of scientific research, but the discussion is substantially unclear, wrong or contradictory. |
| F |
Studenten identifierar som mest enstaka definitioner och beskrivningar av begrepp, teorier och problemområden korrekt eller identifierar inte den korrekta tillämpningen av dessa begrepp och teorier. The student identifies at most a few definitions and descriptions of concepts, theories and problem areas, or does not identify the correct application of these concepts and theories. |
Studentens redogörelser av kursbegrepp, teorier och problemområden saknas eller är (mestadels eller helt) inkorrekta och tillämpningarna av begrepp och teorier på specifika fall saknas eller är i stor utsträckning felaktiga. The student’s accounts of concepts, theories and general problem areas are (substantially or completely) incorrect or missing. The student’s applications of those concepts and theories are largely incorrect or missing. |
Studenten genomför inte en diskussion av definitionerna eller inte av tillämpningen av kursbegreppen, eller så är dennes diskussion otydlig, felaktig eller motsägelsefull. The student does not present a discussion of the definitions and applications of concepts and theories as they apply to specific cases of scientific research, or their discussion is unclear, wrong or contradictory. |
All texts are automatically checked for plagiarism, and high plagiarism indication scores are then manually checked. If, after this, there arises suspicion of plagiarism, we are obliged to report this to the disciplinary committee.
In particular, it is not allowed to:
All sources should be stated using any standard referencing system (see the KTH library). Citations should be marked with citation marks – " " – and the source should be provided. As a simple rule, consider five words or more from a source a citation. To avoid plagiarism charges, a tip is to make notes when reading a text and write your assignment by looking at your notes instead of the text.
It is not allowed to have someone else write the text or parts thereof for you (ghost writing), nor to have it automatically generated (if this is not in accordance with explicit instructions of a particular course task).
No information inserted
13 Jan 2026
English
