Within the framework created by the new degrees the European space for higher education, this paper focuses on the basis of the system of learning, methodology and evaluation. The comparative study of methodologies and evaluation is performed for physics core subjects of engineering and architectural bachelor degrees from the polytechnic school of the University of Alicante.

Physics is one of the core subjects of bachelor degrees in engineering and architecture. Within the Spanish educational framework, the core subjects should be offered within the first half of the degree with a minimum of 6 ECTS and one of the main goals is the mobility of students between different titles. Given that, within the same branch of knowledge automatic recognition of basic subjects will occur. In planning two options were defined for the different degrees: one in which knowledge of physics could be distributed into two semester-long subjects of 6 credits imparted during the first and second year, and the second with a single physics subject. From a global point of view, it is possible to claim that in this matter, in the different bachelors, the acquired skills and competences are common in a high percentage. Thus in the second subject of Physics more specific knowledge of the degree is taught. In particular there are important differences between careers in communication technologies and building related studies. In bachelors with a single subject, due to the lack of time, it is basically limited to the specific knowledge of the degree.

The work allows comparing the subjects of physics in terms of ECTS, methodologies, evaluation, success rate in percentage, and comparison of cut-off marks. The conclusions of this work are extracted from a series of educational projects carried out along the four courses implanted in each analyzed degree.