Loch durch den Erdmittelpunkt
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
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Exercise:
Wie lange würde eine Masse m brauchen um die andere Erdseite zu erreichen wenn man sie durch ein Loch fallen liesse welches durch den Erdmittelpunkt gebohrt wurde? Die Dichte der Erde sei homogen pq.ekgpmk und der Luftwiderstand werde vernachlässigt. Wie gross ist die Geschwindigkeit im Erdmittelpunkt? Wie lange die Zeit bis die Masse wieder an ihrem Ausgangspunkt zurück ist? Man vergleiche diese Zeit mit der Umlaufzeit eines niedrig fliegen Satelliten Rpq.em. Für den Radius der Erde soll pq.em verwet werden.
Solution:
Wie lange würde eine Masse m brauchen um die andere Erdseite zu erreichen wenn man sie durch ein Loch fallen liesse welches durch den Erdmittelpunkt gebohrt wurde? Die Dichte der Erde sei homogen pq.ekgpmk und der Luftwiderstand werde vernachlässigt. Wie gross ist die Geschwindigkeit im Erdmittelpunkt? Wie lange die Zeit bis die Masse wieder an ihrem Ausgangspunkt zurück ist? Man vergleiche diese Zeit mit der Umlaufzeit eines niedrig fliegen Satelliten Rpq.em. Für den Radius der Erde soll pq.em verwet werden.
Solution:
Meta Information
Exercise:
Wie lange würde eine Masse m brauchen um die andere Erdseite zu erreichen wenn man sie durch ein Loch fallen liesse welches durch den Erdmittelpunkt gebohrt wurde? Die Dichte der Erde sei homogen pq.ekgpmk und der Luftwiderstand werde vernachlässigt. Wie gross ist die Geschwindigkeit im Erdmittelpunkt? Wie lange die Zeit bis die Masse wieder an ihrem Ausgangspunkt zurück ist? Man vergleiche diese Zeit mit der Umlaufzeit eines niedrig fliegen Satelliten Rpq.em. Für den Radius der Erde soll pq.em verwet werden.
Solution:
Wie lange würde eine Masse m brauchen um die andere Erdseite zu erreichen wenn man sie durch ein Loch fallen liesse welches durch den Erdmittelpunkt gebohrt wurde? Die Dichte der Erde sei homogen pq.ekgpmk und der Luftwiderstand werde vernachlässigt. Wie gross ist die Geschwindigkeit im Erdmittelpunkt? Wie lange die Zeit bis die Masse wieder an ihrem Ausgangspunkt zurück ist? Man vergleiche diese Zeit mit der Umlaufzeit eines niedrig fliegen Satelliten Rpq.em. Für den Radius der Erde soll pq.em verwet werden.
Solution:
Contained in these collections
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ETH 1. Vordiplom Physik Herbst 1990 by TeXercises
| Title | Matched on |
|---|---|
| Marsmond Phobos | tags |
| Umlaufzeit von Uranus-Satellit | tags |
| Geostationärer Satellit | tags |
| Geostationary satellite | tags |
| Geostationärer Satellit | tags |