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Speaker wires

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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/speaker-wires/

Question

Solution

Short

Video

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The following quantities appear in the problem: Länge \(\ell\) / elektrischer Widerstand \(R\) / Fläche \(A\) / Radius \(r\) / spezifischer elektrischer Widerstand \(\rho\) /

The following formulas must be used to solve the exercise: \(A = \pi r^2 \quad \) \(R = \varrho \dfrac{\ell}{A} \quad \)

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Exercise:
Suppose you want to connect your stereo to remote speakers. abcliste abc If each wire must be m long what diameter copper wire should you use to keep the resistance less than .ohm per wire? abc If the current to each speaker is .A what is the potential difference or voltage drop across each wire? abcliste

Solution:
abclist abc newqtyelm newqtyR.ohm newqtyre.ohmmeter % Geg ell el R R % GesDurchmesserd sim % Damit der Widerstand kleiner als angegeben ist darf die Querschnittfläche höchstens solqtyArhoel fracellRren*eln/Rnsquaremeter al A Af re fracelR A betragen und damit höchstens einen Durchmesser von solqtydsqrtrhoel fracell Api Rsqrt*An/pim al d sqrtfracApi df sqrtfrac Api d haben. % d df Tecd- abc newqtyI.A % Die Spannung an jedem Draht beträgt solqtyURIRn*InV al U Uf R I U UTT abclist

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Contained in these collections:

Widerstand Leiter und Kreisfläche by TeXercises

5 | 8
Widerstand eines Leiters by pw

5 | 10

Attributes & Decorations

Tags	copper, current, currents, electric, electricity, physics, resistance, resistivity, speaker, stereo, wire
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Difficulty	(2, default)
Points	4 (default)
Language	(English)
Type	Calculative / Quantity
Creator	uz
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