TeXercises.com

Bekannte Schallquelle

About points...

We associate a certain number of points with each exercise.
When you click an exercise into a collection, this number will be taken as points for the exercise, kind of "by default".
But once the exercise is on the collection, you can edit the number of points for the exercise in the collection independently, without any effect on "points by default" as represented by the number here.

That being said... How many "default points" should you associate with an exercise upon creation?
As with difficulty, there is no straight forward and generally accepted way.
But as a guideline, we tend to give as many points by default as there are mathematical steps to do in the exercise.
Again, very vague... But the number should kind of represent the "work" required.

About difficulty...

We associate a certain difficulty with each exercise.
When you click an exercise into a collection, this number will be taken as difficulty for the exercise, kind of "by default".
But once the exercise is on the collection, you can edit its difficulty in the collection independently, without any effect on the "difficulty by default" here.
Why we use chess pieces? Well... we like chess, we like playing around with \(\LaTeX\)-fonts, we wanted symbols that need less space than six stars in a table-column... But in your layouts, you are of course free to indicate the difficulty of the exercise the way you want.

That being said... How "difficult" is an exercise? It depends on many factors, like what was being taught etc.
In physics exercises, we try to follow this pattern:

Level 1 - One formula (one you would find in a reference book) is enough to solve the exercise. Example exercise

Level 2 - Two formulas are needed, it's possible to compute an "in-between" solution, i.e. no algebraic equation needed. Example exercise

Level 3 - "Chain-computations" like on level 2, but 3+ calculations. Still, no equations, i.e. you are not forced to solve it in an algebraic manner. Example exercise

Level 4 - Exercise needs to be solved by algebraic equations, not possible to calculate numerical "in-between" results. Example exercise

Level 5 -
Level 6 -

Exercise

https://texercises.com/exercise/bekannte-schallquelle/

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Solution

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Exercise:
Ein Beobachter weiss dass die Schallquelle welche er bei Hz wahrnimmt ein Signal mit einer Frequenz von Hz ausset. abcliste abc Wie schnell bewegt sich die Schallquelle falls der Beobachter ruht? abc Wie schnell bewegt sich der Beobachter falls die Schallquelle ruht? abc Wie schnell bewegen sich die beiden wenn sie bezüglich Luft eine betragsmässig identische Geschwindigkeit haben? abcliste

Solution:
Da die wahrgenommene Frequenz höher ist als die ausgesandte nähern sich Schallquelle und Beobachter in allen drei Fällen auf jeden Fall an. In der Formel für Dopplereffekt f f_ fraccpm v_Bcmp v_S gilt also in jedem Fall das obere Vorzeichen. abcliste abc Mit v_B folgt somit: fracff_ fraccc - v_S v_S meterpersecond abc Mit v_S folgt somit: fracff_ fracc+v_Bc v_B meterpersecond abc Mit vv_Bv_S gilt: fracff_ fracc+vc-v v .meterpersecond abcliste

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Attributes & Decorations

Branches	Acoustics, Doppler Effect
Tags	akustik, beobachter, dopplereffekt, physik, schallquelle, wellenlehre
Content image
Difficulty	(2, default)
Points	6 (default)
Language	(Deutsch)
Type	Calculative / Quantity
Creator	uz
Decoration
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