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Lokomotive

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/lokomotive-1/

Question

Solution

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Exercise:
Eine Lokomotive habe so viel Antriebskraft dass sie einen Zug entlang einer Steigung von % gerade noch mit konstanter Geschwindigkeit bergauf ziehen kann. Der Luftwiderstand sei vernachlässigbar die Erdbeschleunigung sei pqq. abcliste abc Wie gross ist die maximale Beschleunigung des Zuges in der Ebene die Antriebskraft sei unabhängig von der Geschwindigkeit? abc Welche Zeit und welche Strecke wird benötigt um den Zug vom Stillstand auf die Höchstgeschwindigkeit von pq zu beschleunigen? abc Die Beschleunigung des Zuges beim Abbremsen ist doppelt so hoch wie diejenige beim Anfahren. Welche Durchschnittsgeschwindigkeit erreicht der Zug maximal zwischen zwei Stops die pqkm voneinander entfernt sind? abc Du trinkst gerade eine Tasse Kaffee als der Zug anfängt zu beschleunigen. Wie schräg musst du die Tasse halten damit nichts überläuft? abcliste

Solution:

Meta Information

\(\LaTeX\)-Code

Contained in these collections:

ETH 1. Vordiplom Physik Herbst 1997 by TeXercises

1 | 6
Mechanik-Mix by uz

3 | 4

Attributes & Decorations

Branches	Dynamics, Kinematics
Tags	beschleunigung, dynamik, geschwindigkeit, kinematik, kraftwirkungsgesetz, mechanik, newtonsches gesetz, physik, prozent, steigung
Content image
Difficulty	(4, default)
Points	6 (default)
Language	(Deutsch)
Type	Calculative / Quantity
Creator	uz
Decoration
File
Link