Kompensationsladung
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
\(\LaTeX\)
No explanation / solution video to this exercise has yet been created.
Visit our YouTube-Channel to see solutions to other exercises.
Don't forget to subscribe to our channel, like the videos and leave comments!
Visit our YouTube-Channel to see solutions to other exercises.
Don't forget to subscribe to our channel, like the videos and leave comments!
Exercise:
Drei Ladungen sind gegeben q_ nanoC am Punkt P_ centim/centim q_ nanoC am Punkt P_ centim/centim und q_ nanoC im Ursprung. Bestimmen sie den Punkt P_ für die Ladung q_~~-muC so dass q_ nicht beschleunigt wird. Tipp: Skizzieren Sie das Problem inkl. Lösung.
Solution:
Da q_ und q_ symmetrisch zu q_ liegen sieht man in der Skizze sehr schnell dass die Lösung auf der Winkelhalbieren der Koordinatenachsen liegen muss. / Pkt. Formal gilt für die Lösung: vec F_ vec F_ + vec F_. Da F_ F_ / Pkt. muss F_ sqrtF_ sein. Somit erhalten wir für r_: F_ fracpiepsilon_fracq_q_r_^ sqrtfracpiepsilon_fracq_q_r_^ sqrtF_ und daraus folgt r_ sqrtfracq_sqrtq_r_approx .centim. Somit ist P_ a/a wobei a r_/sqrt approx .centim ist.
Drei Ladungen sind gegeben q_ nanoC am Punkt P_ centim/centim q_ nanoC am Punkt P_ centim/centim und q_ nanoC im Ursprung. Bestimmen sie den Punkt P_ für die Ladung q_~~-muC so dass q_ nicht beschleunigt wird. Tipp: Skizzieren Sie das Problem inkl. Lösung.
Solution:
Da q_ und q_ symmetrisch zu q_ liegen sieht man in der Skizze sehr schnell dass die Lösung auf der Winkelhalbieren der Koordinatenachsen liegen muss. / Pkt. Formal gilt für die Lösung: vec F_ vec F_ + vec F_. Da F_ F_ / Pkt. muss F_ sqrtF_ sein. Somit erhalten wir für r_: F_ fracpiepsilon_fracq_q_r_^ sqrtfracpiepsilon_fracq_q_r_^ sqrtF_ und daraus folgt r_ sqrtfracq_sqrtq_r_approx .centim. Somit ist P_ a/a wobei a r_/sqrt approx .centim ist.
Meta Information
Exercise:
Drei Ladungen sind gegeben q_ nanoC am Punkt P_ centim/centim q_ nanoC am Punkt P_ centim/centim und q_ nanoC im Ursprung. Bestimmen sie den Punkt P_ für die Ladung q_~~-muC so dass q_ nicht beschleunigt wird. Tipp: Skizzieren Sie das Problem inkl. Lösung.
Solution:
Da q_ und q_ symmetrisch zu q_ liegen sieht man in der Skizze sehr schnell dass die Lösung auf der Winkelhalbieren der Koordinatenachsen liegen muss. / Pkt. Formal gilt für die Lösung: vec F_ vec F_ + vec F_. Da F_ F_ / Pkt. muss F_ sqrtF_ sein. Somit erhalten wir für r_: F_ fracpiepsilon_fracq_q_r_^ sqrtfracpiepsilon_fracq_q_r_^ sqrtF_ und daraus folgt r_ sqrtfracq_sqrtq_r_approx .centim. Somit ist P_ a/a wobei a r_/sqrt approx .centim ist.
Drei Ladungen sind gegeben q_ nanoC am Punkt P_ centim/centim q_ nanoC am Punkt P_ centim/centim und q_ nanoC im Ursprung. Bestimmen sie den Punkt P_ für die Ladung q_~~-muC so dass q_ nicht beschleunigt wird. Tipp: Skizzieren Sie das Problem inkl. Lösung.
Solution:
Da q_ und q_ symmetrisch zu q_ liegen sieht man in der Skizze sehr schnell dass die Lösung auf der Winkelhalbieren der Koordinatenachsen liegen muss. / Pkt. Formal gilt für die Lösung: vec F_ vec F_ + vec F_. Da F_ F_ / Pkt. muss F_ sqrtF_ sein. Somit erhalten wir für r_: F_ fracpiepsilon_fracq_q_r_^ sqrtfracpiepsilon_fracq_q_r_^ sqrtF_ und daraus folgt r_ sqrtfracq_sqrtq_r_approx .centim. Somit ist P_ a/a wobei a r_/sqrt approx .centim ist.
Contained in these collections
| Title | Matched on |
|---|---|
| Ladung im gleichseitigen Dreieck | tags |
| Ladungen im Quadrat | tags |
| Ladung im Quadrat | tags |
| Geladene Münzen | tags |
| Geladene Münzen in Wasser | tags |
Similar exercises (31)
| Title | Matched on |
|---|---|
| Ladung im gleichseitigen Dreieck | tags |
| Ladungen im Quadrat | tags |
| Ladung im Quadrat | tags |
| Geladene Münzen | tags |
| Geladene Münzen in Wasser | tags |
| Drei Punktladungen auf einer Linie | tags |
| Elektrostatisches Ballspiel | tags |
| Regentropfen | tags |
| Pingpongbälle | tags |
| Kugel im horizontalen E-Feld | tags |
| Coulomb Gesetz | tags |
| Bewegung durch das E-Feld | tags |
| Feldlos | tags |
| Fliegen durchs Feld | tags |
| Philosophische Frage II | tags |
| Ladung im Gleichgewicht | tags |
| Coulomb Kraft | tags |
| Dielektrikum ja oder nein? | tags |
| Kraft auf Punktladung | tags |
| Multiple Choice - Elektrostatik | tags |
| Elektrostatik (MC) | tags |
| Elektrostatik (MC) (ohne Arbeit) | tags |
| Veränderung der elektrischen Kraft | tags |
| Elektrisches Feld zeichnen | tags |
| Dielektrikum im Plattenkondensator | tags |
| Feldlinienbilder | tags |
| Kügelchen am Seidenfaden | tags |
| Grosse oder kleine Platten | tags |
| Zwei Ladungen im Experiment | tags |
| Zwei Ladungen | tags |
| Elektron im E-Feld | tags |