The Schoolboy's Route
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
Short
Video
\(\LaTeX\)
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Don't forget to subscribe to our channel, like the videos and leave comments!
Exercise:
Each morning Boris walks to school. At onfourth of the way he passes the machine and tractor station; at onthird of the way the railroad station. At the machine and tractor station its clock shows : and at the railroad station its clock shows :. When does Boris leave his house when does he reach school?
Solution:
Between : and : al Delta t tau_ - tau_ hmin - hmin min s are passing. This corresponds to al Deltaeta eta_ - eta_ frac - frac frac of the time for the whole way i.e. the whole way takes al t fracDelta tDelta eta fractau_-tau_eta_-eta_ fracsfrac s .h. One third of this time is al t_ eta_ t fraceta_eta_-eta_ qtytau_-tau_ fracs s min. Thus he leaves the house at al ssctauleave tau_ - t_ tau_ - fraceta_eta_-eta_ qtytau_-tau_ hmin - min hmin rightarrow text:. From the gas station to school it takes him al t_ -eta_ t frac-eta_eta_-eta_ qtytau_-tau_ qty-frac s s min and he therefore reaches school at al ssctaureach tau_ + t_ tau_ + frac-eta_eta_-eta_ qtytau_-tau_ hmin + min hmin rightarrow text:. Less formal solution: From onfourth to onthird its ontwelfth: frac-fracfrac For this part of the way the boy Boris needs minutes; his whole route to school is minutes long. He starts at : at home goes fracfrac of the way is at : at the machine and tractor station : at the railroad station where fracfrac of the way are still remaining which takes him another minutes; he arreives at :.
Each morning Boris walks to school. At onfourth of the way he passes the machine and tractor station; at onthird of the way the railroad station. At the machine and tractor station its clock shows : and at the railroad station its clock shows :. When does Boris leave his house when does he reach school?
Solution:
Between : and : al Delta t tau_ - tau_ hmin - hmin min s are passing. This corresponds to al Deltaeta eta_ - eta_ frac - frac frac of the time for the whole way i.e. the whole way takes al t fracDelta tDelta eta fractau_-tau_eta_-eta_ fracsfrac s .h. One third of this time is al t_ eta_ t fraceta_eta_-eta_ qtytau_-tau_ fracs s min. Thus he leaves the house at al ssctauleave tau_ - t_ tau_ - fraceta_eta_-eta_ qtytau_-tau_ hmin - min hmin rightarrow text:. From the gas station to school it takes him al t_ -eta_ t frac-eta_eta_-eta_ qtytau_-tau_ qty-frac s s min and he therefore reaches school at al ssctaureach tau_ + t_ tau_ + frac-eta_eta_-eta_ qtytau_-tau_ hmin + min hmin rightarrow text:. Less formal solution: From onfourth to onthird its ontwelfth: frac-fracfrac For this part of the way the boy Boris needs minutes; his whole route to school is minutes long. He starts at : at home goes fracfrac of the way is at : at the machine and tractor station : at the railroad station where fracfrac of the way are still remaining which takes him another minutes; he arreives at :.
Meta Information
Exercise:
Each morning Boris walks to school. At onfourth of the way he passes the machine and tractor station; at onthird of the way the railroad station. At the machine and tractor station its clock shows : and at the railroad station its clock shows :. When does Boris leave his house when does he reach school?
Solution:
Between : and : al Delta t tau_ - tau_ hmin - hmin min s are passing. This corresponds to al Deltaeta eta_ - eta_ frac - frac frac of the time for the whole way i.e. the whole way takes al t fracDelta tDelta eta fractau_-tau_eta_-eta_ fracsfrac s .h. One third of this time is al t_ eta_ t fraceta_eta_-eta_ qtytau_-tau_ fracs s min. Thus he leaves the house at al ssctauleave tau_ - t_ tau_ - fraceta_eta_-eta_ qtytau_-tau_ hmin - min hmin rightarrow text:. From the gas station to school it takes him al t_ -eta_ t frac-eta_eta_-eta_ qtytau_-tau_ qty-frac s s min and he therefore reaches school at al ssctaureach tau_ + t_ tau_ + frac-eta_eta_-eta_ qtytau_-tau_ hmin + min hmin rightarrow text:. Less formal solution: From onfourth to onthird its ontwelfth: frac-fracfrac For this part of the way the boy Boris needs minutes; his whole route to school is minutes long. He starts at : at home goes fracfrac of the way is at : at the machine and tractor station : at the railroad station where fracfrac of the way are still remaining which takes him another minutes; he arreives at :.
Each morning Boris walks to school. At onfourth of the way he passes the machine and tractor station; at onthird of the way the railroad station. At the machine and tractor station its clock shows : and at the railroad station its clock shows :. When does Boris leave his house when does he reach school?
Solution:
Between : and : al Delta t tau_ - tau_ hmin - hmin min s are passing. This corresponds to al Deltaeta eta_ - eta_ frac - frac frac of the time for the whole way i.e. the whole way takes al t fracDelta tDelta eta fractau_-tau_eta_-eta_ fracsfrac s .h. One third of this time is al t_ eta_ t fraceta_eta_-eta_ qtytau_-tau_ fracs s min. Thus he leaves the house at al ssctauleave tau_ - t_ tau_ - fraceta_eta_-eta_ qtytau_-tau_ hmin - min hmin rightarrow text:. From the gas station to school it takes him al t_ -eta_ t frac-eta_eta_-eta_ qtytau_-tau_ qty-frac s s min and he therefore reaches school at al ssctaureach tau_ + t_ tau_ + frac-eta_eta_-eta_ qtytau_-tau_ hmin + min hmin rightarrow text:. Less formal solution: From onfourth to onthird its ontwelfth: frac-fracfrac For this part of the way the boy Boris needs minutes; his whole route to school is minutes long. He starts at : at home goes fracfrac of the way is at : at the machine and tractor station : at the railroad station where fracfrac of the way are still remaining which takes him another minutes; he arreives at :.
Contained in these collections:
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Geschwindigkeit II by pw