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Stein fällt von Brücke

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/stein-fallt-von-brucke/

Question

Solution

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Exercise:
Ein Stein fällt von einer Brücke in ein Bachbett in genau .s. Die Schallgeschwindigkeit sei meterpersecond. abcliste abc Wie hoch ist die Brücke? abc Mit welcher Geschwindigkeit schlägt der Stein im Bachbett auf? abc Wie viel Zeit vergeht vom Fallenlassen weg bis man den Aufschlag hört? abcliste

Solution:
abcliste abc Die Strecke die ein durch die Erde beschleunigtes Objekt in pqs zurücklegt ist s fracgt^ frac.meterpersecondsquared s^ .m. abc Die Geschwindigkeit die ein währ s mit g beschleunigtes Objekt hat ist v at gt .meterpersecondsquared s .meterpersecond. abc Der Schall braucht um von der Aufschlagstelle unter der Brücke an unser Ohr zu gelangen eine Zeit von t fracsv frac.mmeterpersecond .s. Wenn wir den Stein loslassen vergehen allerdings zuerst s bevor der Stein unten aufschlägt. Insgesamt dauert es also -- vom Fallenlassen weg gerechnet -- .s bis wir den Aufschlag hören. abcliste

Meta Information

\(\LaTeX\)-Code

Contained in these collections:

Freier Fall \& vertikaler Wurf 1 by uz

2 | 10
Freier Fall by aej

3 | 14

Attributes & Decorations

Tags	brücke, fall, fallbeschleunigung, freier fall, mechanik, physik, schallgeschwindigkeit, stein
Content image
Difficulty	(1, default)
Points	3 (default)
Language	(Deutsch)
Type	Calculative / Quantity
Creator	uz
Decoration
File
Link