Invariance of Transverse Lengths
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 -
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Exercise:
Transverse lengths i.e. lengths perpicular to the motion of an object are not affected by relativistic effects unlike longitudinal lengths which are contracted. vspacemm Ase that transverse lengths are shortened when an object moves with respect to an observer. Show that this leads to a contradiction e.g. for a train driving on rails.
Solution:
We ase that when the train is at rest with respect to the rails the wheels on an axle and the rails have the same distance. When the train is in motion we can describe the situation for two different observers: Observer A is at rest with respect to the rails. In this reference frame the axles of the moving train would be shortened while the rails would have their proper distance. Observer B is at rest with respect to the train. In this reference frame the rails would be closer together while the axles would have their proper length. center includegraphicswidth.cm#image_path:transverslengths-# center In conclusion for A the wheels would be on the inside of the rails while for B they would be on the outside of the rails. This would allow to distinguish between the two inertial reference frames e.g. by placing a switch on the inside of the rails which would only be activated in reference frame A which contradicts the relativity postulates.
Transverse lengths i.e. lengths perpicular to the motion of an object are not affected by relativistic effects unlike longitudinal lengths which are contracted. vspacemm Ase that transverse lengths are shortened when an object moves with respect to an observer. Show that this leads to a contradiction e.g. for a train driving on rails.
Solution:
We ase that when the train is at rest with respect to the rails the wheels on an axle and the rails have the same distance. When the train is in motion we can describe the situation for two different observers: Observer A is at rest with respect to the rails. In this reference frame the axles of the moving train would be shortened while the rails would have their proper distance. Observer B is at rest with respect to the train. In this reference frame the rails would be closer together while the axles would have their proper length. center includegraphicswidth.cm#image_path:transverslengths-# center In conclusion for A the wheels would be on the inside of the rails while for B they would be on the outside of the rails. This would allow to distinguish between the two inertial reference frames e.g. by placing a switch on the inside of the rails which would only be activated in reference frame A which contradicts the relativity postulates.
Meta Information
Exercise:
Transverse lengths i.e. lengths perpicular to the motion of an object are not affected by relativistic effects unlike longitudinal lengths which are contracted. vspacemm Ase that transverse lengths are shortened when an object moves with respect to an observer. Show that this leads to a contradiction e.g. for a train driving on rails.
Solution:
We ase that when the train is at rest with respect to the rails the wheels on an axle and the rails have the same distance. When the train is in motion we can describe the situation for two different observers: Observer A is at rest with respect to the rails. In this reference frame the axles of the moving train would be shortened while the rails would have their proper distance. Observer B is at rest with respect to the train. In this reference frame the rails would be closer together while the axles would have their proper length. center includegraphicswidth.cm#image_path:transverslengths-# center In conclusion for A the wheels would be on the inside of the rails while for B they would be on the outside of the rails. This would allow to distinguish between the two inertial reference frames e.g. by placing a switch on the inside of the rails which would only be activated in reference frame A which contradicts the relativity postulates.
Transverse lengths i.e. lengths perpicular to the motion of an object are not affected by relativistic effects unlike longitudinal lengths which are contracted. vspacemm Ase that transverse lengths are shortened when an object moves with respect to an observer. Show that this leads to a contradiction e.g. for a train driving on rails.
Solution:
We ase that when the train is at rest with respect to the rails the wheels on an axle and the rails have the same distance. When the train is in motion we can describe the situation for two different observers: Observer A is at rest with respect to the rails. In this reference frame the axles of the moving train would be shortened while the rails would have their proper distance. Observer B is at rest with respect to the train. In this reference frame the rails would be closer together while the axles would have their proper length. center includegraphicswidth.cm#image_path:transverslengths-# center In conclusion for A the wheels would be on the inside of the rails while for B they would be on the outside of the rails. This would allow to distinguish between the two inertial reference frames e.g. by placing a switch on the inside of the rails which would only be activated in reference frame A which contradicts the relativity postulates.
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