Potential difference in field of charged plate
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
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Exercise:
Show that the potential difference between two pos A and B in the field of a uniformly charged plate with surface charge density sigma is given by Delta V fracsigma varepsilon_ left r_A - r_B right where r_A and r_B are the distance of po A and B from the plate respectively.
Solution:
We ase that A and B are on the same electric field line. The uniform electric field of a charged plate surface charge density sigma is E fracsigmavarepsilon_ The work done by the electric field on a test charge q moving from A to B is thus W_Ato B F d F left r_B - r_A right q fracsigma varepsilon_ left r_B - r_A right It follows for the potential difference Delta V_AB -fracW_Ato Bq -fracq fracsigma varepsilon_ left r_B - r_A rightq fracsigma varepsilon_ left r_A - r_B right
Show that the potential difference between two pos A and B in the field of a uniformly charged plate with surface charge density sigma is given by Delta V fracsigma varepsilon_ left r_A - r_B right where r_A and r_B are the distance of po A and B from the plate respectively.
Solution:
We ase that A and B are on the same electric field line. The uniform electric field of a charged plate surface charge density sigma is E fracsigmavarepsilon_ The work done by the electric field on a test charge q moving from A to B is thus W_Ato B F d F left r_B - r_A right q fracsigma varepsilon_ left r_B - r_A right It follows for the potential difference Delta V_AB -fracW_Ato Bq -fracq fracsigma varepsilon_ left r_B - r_A rightq fracsigma varepsilon_ left r_A - r_B right
Meta Information
Exercise:
Show that the potential difference between two pos A and B in the field of a uniformly charged plate with surface charge density sigma is given by Delta V fracsigma varepsilon_ left r_A - r_B right where r_A and r_B are the distance of po A and B from the plate respectively.
Solution:
We ase that A and B are on the same electric field line. The uniform electric field of a charged plate surface charge density sigma is E fracsigmavarepsilon_ The work done by the electric field on a test charge q moving from A to B is thus W_Ato B F d F left r_B - r_A right q fracsigma varepsilon_ left r_B - r_A right It follows for the potential difference Delta V_AB -fracW_Ato Bq -fracq fracsigma varepsilon_ left r_B - r_A rightq fracsigma varepsilon_ left r_A - r_B right
Show that the potential difference between two pos A and B in the field of a uniformly charged plate with surface charge density sigma is given by Delta V fracsigma varepsilon_ left r_A - r_B right where r_A and r_B are the distance of po A and B from the plate respectively.
Solution:
We ase that A and B are on the same electric field line. The uniform electric field of a charged plate surface charge density sigma is E fracsigmavarepsilon_ The work done by the electric field on a test charge q moving from A to B is thus W_Ato B F d F left r_B - r_A right q fracsigma varepsilon_ left r_B - r_A right It follows for the potential difference Delta V_AB -fracW_Ato Bq -fracq fracsigma varepsilon_ left r_B - r_A rightq fracsigma varepsilon_ left r_A - r_B right
Contained in these collections
| Title | Matched on |
|---|---|
| Potential difference in field of charged wire | tagstitle |
| Potential difference in field of point charge | tagstitle |
| Potential Difference in Field of Charged Wire | title |