TeXercises.com

Kühlschrank

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/kuhlschrank-5/

Question

Solution

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Exercise:
Frau C.~Arlsberg holt aus ihrem ^circtextC kalten Kühlschrank eine ebenso kalte Flasche Bier und stellt sie ins ^circtextC warme Wohnzimmer. In diesem Moment wird sie von ihrer Freundin T.~Uborg angerufen und sie unterhalten sich Minuten lang angeregt. Danach stellt Frau Arlsberg fest dass ihr noch unberührtes Bier eine Temperatur von degreeCelsius hat. Wie lange muss das Bier erneut im Kühlschrank lagern bis es akzeptable degreeCelsius kühl ist? Hinweis: Die Temperaturänderung dotTt ist proportional zum Unterschied zwischen der Körpertemperatur Tt und der Temperatur T^* des umgeben Mediums. Im Falle der Abkühlung gilt beispielsweise Tt T^* + bigT-T^*big texte^-kt.

Solution:
Im Grunde kann man zweimal mit dem Newtonschen Abkühlungsgesetz rechnen. Das erste Mal um die Konstante k zu berechnen. Das zweite Mal um die Abkühlungsdauer zu bestimmen. itemize item edt Tt T^* + bigT-T^*big texte^-kt + -texte^-k %.P - - texte^-k / texte^-k ln/ -k k -/ ln/ / ln . %. ed item edt Tt T^* + bigT-T^*big texte^-kt + -texte^-kt %. / texte^-kt ln/ -kt t -/k ln/ /k ln .textMinuten %.P ed itemize

Meta Information

\(\LaTeX\)-Code

Contained in these collections:

DGL in der Physik 1 by uz

9 | 9

Attributes & Decorations

Tags	differentialgleichung, exponentialfunktion, mathematik
Content image
Difficulty	(3, default)
Points	5 (default)
Language	(Deutsch)
Type	Calculative / Quantity
Creator	uz
Decoration
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Link