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Cent

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/cent/

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Solution

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Exercise:
Small differences between ervals can be expressed in em cents. A cent is defined as the hundreth part of an equally tempered semitone i.e. as a ratio of ^/. For humans a single cent is too small to be perceived. abcliste abc Calculate the frequency of a note centsO cents higher than faO. abc A just major third slightly differs from an equally tempered major third four halftones. Express the difference in cents. abcliste

Solution:
abcliste abc f' fbF fatimes ^cents/ resultfbP abc The ratio between the just and the equally tempered major third is given by r sscIet:sscIjust frac^// This ratio can be expressed as a number N of cent ervals: r leftsscIcentright^N Solving for N leads to N fraclnrlnsscIcent centsF fraclnleft^///rightln ^/ cents approx resultcentsP abcliste

Meta Information

\(\LaTeX\)-Code

Contained in these collections:

Intervals and Scales by by

3 | 3
Acoustics by by

3 | 19
Acoustics (BC) by by

3 | 16

Attributes & Decorations

Branches	Acoustics
Tags	cent, equal temperament, interval, just scale
Content image
Difficulty	(2, default)
Points	0 (default)
Language	(English)
Type	Calculative / Quantity
Creator	by
Decoration
File
Link