Allan Finnich

Charismatic certified physics and mathematics teacher with skills in webdesign, programming, and applied statistics.

MSc physics and mathematics
Teaching, PHP, jQuery, CSS, and HTML
3 years teaching
14 years in retail
Danish, English, and some German
Nuuk, Greenland
(july 2017) Denmark
Gaming, web design, and programming

Feel free to contact me!

About me
This is me

I'm an energetic, passionate, and humorous person who values to help others with whatever I can. Having coworkers who share the same mindset is important to me.

Currently, I reside in the capitol of Greenland - Nuuk. From July 2017 I will, however, again reside in Denmark.

I very much enjoy gaming; mostly Startcraft II, Diablo III, and platformers on WiiU/PS3. I also enjoy good scifi -, action - or crime thriller movies.

During my time living in Greenland I've become quite fond of fishing, which I most certainly intend to keep doing. When time allows I also play table tennis which I did alot in my youth. I even have the medals to prove it.

Skill sets


Currently, I've been teaching for 3 years in both mathematics, and physics.

Spoken languages

I speak three languages: Danish (native tongue), English (professional proficiency), and German (for everyday use).

I have gained an intermediate knowledge of PHP, HTML, CSS and jQuery, and when time allows I continue to better my skills.

Current projects:

Current projects:

In medio 2015 I developed, which is an online platform which serve as a bank for math problems. One feature is also that it keeps track of which problems the different classes have been given. The website was initially only for personal use, however, a some secondary schools in Denmark and Greenland are now also using the website. The development of the website is ongoing as new features constantly are being implemented.


Graduated Master of Science in Physics in July 2014, University of Copenhagen.

Master's thesis: "An investigation in introducing Matlab and data analysis in introductory physics"

In my thesis I investigated if the use a certain media had an impact on first year physics students' learning outcomes. Statistical inference was applied to investigate this. The tests performed on the aquired data sets were: One-way ANOVA, G-test, chi square and McNemar's independent test, and lastly Student's paired t-test. Also some basic power calculations were performed in regards to the validity of the results of the statistical tests.

In 2009 I began my physics education at the University of Copenhagen. In connection to the laboratory part, of the very first attended course Mek1 on introductory physics, we were to use the CAS-software Matlab and apply error analysis with little instruction herein. Personally, this gave rise to much frustration. This experience inspired the idea to author teachings materials on the basic use of Matlab and data analysis to help future students avoid the frustration I felt. The teaching materials authored were a book titled “Grundlæggende Matlab og dataanalyse” (the book) and in total 11 screencasts: Both conveyed the same in terms of basic Matlab but the screencasts did not present any statistical background.

The main question we investigated in this thesis was whether students learned more using either the book or the screencasts; but also if preference of a certain media in general was more efficient at schooling purposes relative to others; here we looked at books, screencasts/videos, and notes on the internet in general. In addition we also asked them whether they found either the book, screencasts, or the internet most educational.

To measure learning outcomes three tests were given: A self authored test on basic Matlab and data analysis (Lab Test), the Data Handling Diagnostics test (DHD), and lastly the Force Concept Inventory test (FCI). The DHD was solely on both basic and advanced data analysis and the FCI tested for skills in Newtonian mechanics; mostly misconceptions. Overall we found that the students did quite well on the three tests as µLab Test = 14.92 ± 0.17, µDHD = 10.10 ± 0.23, and a gain in the FCI of 3.82 ± 1.01. The gain of the FCI was found to be significantly greater than zero; as such we found statistical proof that the students did learn something about Newtonian mechanics by attending the course Mek1. In terms of statistical concepts we found that future courses of Mek1 should give more attention to SDOM whereas the spread and arithmetic mean warrants no further attention. In addition we found that learning two to different CAS-softwares, here Matlab and Maple, have given rise to confusion for the students.

The first four questions of Lab Test asked the students about their media preference. From these we found that the book was best received as 48.89% of 136 students used it, and of the those 65.15% found it the most educational. The screencasts where not very popular: Here only 28.68% used them and of those 25.64% also found them most educational. We argued that the durations of the screencasts were too long and need trimming and revision to become a viable future resource. Additionally we found evidence by coupling the students’ media preference to the other tests that the book along the teachings of Mek1 significantly improved the students’ ability to use the error propagation formula and increased their knowledge of precision of a physical quantity.

We on the other hand did not find evidence that the preference of a general media significantly increased the mean test scores of either tests; also that the number of total correct and wrong answers (NTC) of either tests was independent of general media preference. The book and the screencasts was also not found to improve the overall mean test score and they were also independent of the NTC. Lastly, we investigated what the term “data analysis” entails in the Danish secondary: Using the written exams problems from STX and HTX we found that transformation, plotting and fitting of data were common in both educations. In addition we gave a rough sketch as a suggested solution to introduce error analysis in STX and HTX which we dubbed “Error analysis bootcamp”.

Graduated Bachelor of Science in Physics in november 2012, University of Copenhagen.

Bachelor's thesis: "Eksperimentiel fysik i gymnasiet - med iPod touch"

Around halfway through my Bachelor I realised that teaching was my primary goal. Therefore my thesis was about implementing iPods in the teaching of kinematics in the secondary school.

Remembering my own time in high school theory always preceeded experimentation in physics. Thus when an experiment was to be conducted the goal was not to prove the theory empirically but rather show that it worked. In the end no research was really done as the theory was already known. This undergraduate thesis is about constructing a course, where the main element is to put experimentation before theory and can be implimented in the high schools. The pupils thereby gain insight on how the scientific method actually works, which is required by danish law.

The experiment used in the course sheds light on the physical phenomena air resistance. The goal of the experiment is that the pupils from their data will be able to deduct the mathematical model for quadratic drag. This is obtained by letting the experimental apperatus initiate a free fall. In terms of experimental apperatus an iPod touch in coordination with the free application iSeismometer is used. To maximize the pupils outcome of the experiment they will first over a period of three weeks in the course be tought one-dimensional kinematics. This is followed by a week of experimentiation with iPods in groups, and a week where the data analysis and theory behind the experiment is lectured to the class. The course thus have a total duration of five weeks.

An initial version of the course was executed on ZBC Ringsted. During the trial run errors in the experiment were found. Using the obtained experience in the trial run, feedback from the pupils, and by further experimentation the errors has been corrected and the course has been generalized. The pupils rated the overall score for the initial course on a scale from one to five. The mean was three, which is a pleasing result. As the pupils in danish high schools do not have an intermediate knowledge of statistics they are not to be concerned with error measurements in their data. It has thus been proven empirically that with error measurements the hipothesis of data following the mathematical model for quadriatic drag is highly proberable.

Most recent course: Diploma of Education (certified secondary school teacher)

  • Diploma of Education, July 2015, GUX Nuuk
  • Introductory course on business economics, June 2006, Selandia Slagelse.
Held jobs

Around 3 years of active teaching experience.

2014 - now: GUX Nuuk - Nuuk, Greenland

Besides from planning and conducting teaching in physics and mathematics I became coordinator for the specialised study area of health science in medio 2015. Due to a change in priorities, and interests I quit this function in ultimo 2016.

2013 - 2013: KTS Vibenhus - Copenhagen, Denmark

Planning and conducting mid-level physics and mathematics teaching part time.

2011 - 2011: Zealand Business College - Ringsted, Denmark

Planning and conducting mid-level physics teaching part time in connection to my bachelor's thesis.

14 years work experience in the danish retail business.

2008 - 2014: Irma

The first two years I worked as a part time customer advisor tending exclusively to needs and wants of the customers. Planning and executing minor tasting events to increase sale was also part of the job. Later I transferred to a store nearer my university, and was here head of the wine department my remaining time in Irma.

2003 - 2008: Super Best and Merko

After finishing my HTX-education I was not interested in continuing studying. I was hired as full time head of deparment in Super Best, Sorø. Later in 2007 I moved to Korsør, and found a job closer to my residence which was in Merko. Here I was a senior sales assistant.

1999 - 2003: Super Best

During my time as a technical secondary school (HTX) student I worked part time in Super Best doing odd jobs around the store, and later mending the till and kiosk.


Contact me for phone numbers.

Mikael Enggaard

Rector at my current workplace, GUX Nuuk.

  • +299 XX XX XX
Mie Heinfelt Hansen

Rector when I was employed at KTS Vibenhus. Now vice president for Hotel- og restaurantskolen in Valby, Copenhagen.

  • +45 XX XX XX XX
Professor MSo Ian Bearden

Advisor when I wrote my bachelor- and master thesis

  • +45 XX XX XX XX