To teach and to learn sciences, in particular Physics require promoting an effective and creative reasoning in the student in correspondence with a knowledge base integrated and flexible, presenting multiple pathways that promote the continued education. Adhering to the opinion of Meireu expressing in his work "Learning, yes, but how?" when he says: "... education is to create a favorable environment, we do not learn anything that we not rediscovered and reconstructed" [1], was considered relevant to do an initial exploration of the situation of the students in order to learn physics, which cover the analysis of previous knowledge as well as generic skills that students have at the beginning of their university studies. The aim of this paper is to present the case of the matter of General Physics and Thermodynamics that correspond to the Career of Degree of Licentiate in Nutrition, of the School of Biochemistry and Biological Sciences of the Universidad Nacional del Litoral, Santa Fe, Argentina. A study of the matter within the curriculum of the career is presented, their position in relation to academic outcomes, and a diagnostic evaluation analysis trying to understand the situation that faced the teaching and the learning of the registered students in the course. Based on reflections about the results, a restructuring of the subject is proposed, taking like the axis of teaching the conservation of energy law, like unifier principle of Physics (invariant topic [2, 3], generative topic [4]) and possible link with other matters in the career. The didactic alternative create a learning space that, based on the preconcepts of the students, developing generic learning strategies and is adapted to a student behavior allowing different ways of learning.