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Guitar String

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/guitar-string-1/

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Exercise:
A guitar's A string length LO is tuned to a fundamental frequency of fO. abcliste abc Calculate the speed of waves propagating on the string. abc What do you hear when you touch the string at one third of its length em flageolet? abcliste

Solution:
abcliste abc The fundamental frequency corresponds to a standing wave whose wavelength is twice the string length. It follows for the propagation speed v lambda f vF timesLtimesf resultvP abc Touching the string at one third creates an additional node at this position. The string length corresponds to three half of the new standing wave i.e. the new wave length is one third of the former wave length. Since the propagation speed is still the same it follows for the frequency f' fracvlambda' fraclambdalambda' f fuF times f resultfuP abcliste

Meta Information

\(\LaTeX\)-Code

Contained in these collections:

Wave Propagation by by

10 | 15

Attributes & Decorations

Branches	Mechanical Waves
Tags	frequency, fundamental, harmonic, overtone, propagation speed, string
Content image
Difficulty	(2, default)
Points	0 (default)
Language	(English)
Type	Calculative / Quantity
Creator	by
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