Glühlampe
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.
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 -
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 -
Question
Solution
Short
Video
\(\LaTeX\)
Need help? Yes, please!
The following quantities appear in the problem:
Zeit \(t\) / elektrische Stromstärke \(I\) / elektrische Ladung \(q, Q\) / elektrische Spannung \(U\) / elektrischer Widerstand \(R\) / Anzahl \(N\) /
The following formulas must be used to solve the exercise:
\(I = \dfrac{q}{t} \quad \) \(q = N e \quad \) \(U=RI \quad \)
No explanation / solution video for this exercise has yet been created.
But there is a video to a similar exercise:
In case your browser prevents YouTube embedding: https://youtu.be/XodUhnjgQuo
But there is a video to a similar exercise:
Exercise:
Eine Glühlampe mit RO elektrischem Widerstand sei an UO angeschlossen. Wie lange müsste man warten bis NO Elektronen an einer bestimmten Stelle der Glühwel vorbeigeflossen sind?
Solution:
Geg R RO R U UO U N NO N GesZeitdauertsis Die durch die Glühlampe fliesse Stromstärke beträgt: SolQtyIUX/RXA SolQtyqNX*ncenC SolQtytqX/IXs I fracUR fracUR I Die erforderte Ladungsmenge beträgt: q Ne N nce q Die zu warte Zeit beträgt also: t fracqI fracNefracUR fraceNRU fracqI t t fraceNRU t
Eine Glühlampe mit RO elektrischem Widerstand sei an UO angeschlossen. Wie lange müsste man warten bis NO Elektronen an einer bestimmten Stelle der Glühwel vorbeigeflossen sind?
Solution:
Geg R RO R U UO U N NO N GesZeitdauertsis Die durch die Glühlampe fliesse Stromstärke beträgt: SolQtyIUX/RXA SolQtyqNX*ncenC SolQtytqX/IXs I fracUR fracUR I Die erforderte Ladungsmenge beträgt: q Ne N nce q Die zu warte Zeit beträgt also: t fracqI fracNefracUR fraceNRU fracqI t t fraceNRU t
Meta Information
Exercise:
Eine Glühlampe mit RO elektrischem Widerstand sei an UO angeschlossen. Wie lange müsste man warten bis NO Elektronen an einer bestimmten Stelle der Glühwel vorbeigeflossen sind?
Solution:
Geg R RO R U UO U N NO N GesZeitdauertsis Die durch die Glühlampe fliesse Stromstärke beträgt: SolQtyIUX/RXA SolQtyqNX*ncenC SolQtytqX/IXs I fracUR fracUR I Die erforderte Ladungsmenge beträgt: q Ne N nce q Die zu warte Zeit beträgt also: t fracqI fracNefracUR fraceNRU fracqI t t fraceNRU t
Eine Glühlampe mit RO elektrischem Widerstand sei an UO angeschlossen. Wie lange müsste man warten bis NO Elektronen an einer bestimmten Stelle der Glühwel vorbeigeflossen sind?
Solution:
Geg R RO R U UO U N NO N GesZeitdauertsis Die durch die Glühlampe fliesse Stromstärke beträgt: SolQtyIUX/RXA SolQtyqNX*ncenC SolQtytqX/IXs I fracUR fracUR I Die erforderte Ladungsmenge beträgt: q Ne N nce q Die zu warte Zeit beträgt also: t fracqI fracNefracUR fraceNRU fracqI t t fraceNRU t
Contained in these collections
-
Elektrische Stromstärke Ladung Ohm by TeXercises
| Title | Matched on |
|---|---|
| An Glühlampe anliegende Spannung | tagsformula |
| Widerstand von Glühlampe | tagsformula |
| Glühlampe | tagstitle |
| Anzahl Elektronen durch Glühlampe | tagsformula |
| Glühlampe | title |
Physical Quantity
Zeit \(t\)
Loading Wikipedia summary…
Die Zeit beschreibt die Abfolge von Ereignissen, hat also eine eindeutige, nicht umkehrbare Richtung.
Unit
Sekunde (\(\rm s\))
One of the 7 SI base units.
Loading Wikipedia summary…
Seit 1967 ist eine Sekunde das 9.192.631.770-fache der Periodendauer der Strahlung, die dem Übergang zwischen den beiden Hyperfeinstrukturniveaus des Grundzustandes von Atomen des Nuklids 133Cs entspricht.