Zerfall der Aktivität
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
\(\LaTeX\)
Need help? Yes, please!
The following quantities appear in the problem:
Zeit \(t\) / Aktivität \(A\) / Halbwertszeit \(T\) / Zerfallskonstante \(\lambda\) /
The following formulas must be used to solve the exercise:
\(A_t = A_0 \cdot \text{e}^{-\lambda t} \quad \) \(A_t = A_0 \cdot2^{-\frac{t}{T}} \quad \)
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Visit our YouTube-Channel to see solutions to other exercises.
Don't forget to subscribe to our channel, like the videos and leave comments!
Exercise:
abcliste abc Eine bestimmte Menge Tritium aTO Halbwertszeit habe anfänglich aAzO Aktivität. Wie gross ist diese nach Ablauf von atO noch? abc Eine Cäsium--Probe blO Zerfallskonstante habe nach einer bestimmten Zeit noch bAtO Aktivität. Wie gross war diese btO früher? abc Berechne die Zerfallskonstante eines Stoffes welcher -- start mit cAzO Aktivität -- nach Ablauf von ctO noch cAtO Aktivität aufweist. abc Berechne die Halbwertszeit eines Stoffes der ausgeh von dAzO nach Ablauf von dtO noch mit dAtO strahlt. abc Wie lange dauert es bis eAzO verursacht durch Thorium--Atome Zerfallskonstante elO noch eAtO Aktivität aufweisen? abc Wie lange dauert es bis Iod--Aktivität von fAzO auf fAtO abgeklungen ist? isotopeI hat fTO Halbwertszeit. abcliste
Solution:
abcliste abc A_t A_ ^-fractT aAz ^-fracataT aAt abc A_ fracA_ttexte^-lambda t A_t texte^+lambda t fracbAttexte^-bl bt bAt texte^+bl bt bAz abc lambda -fract lnfracA_tA_ +fract lnfracA_A_t -fracct lnfraccAtcAz +fracct lnfraccAzcAt cl abc T -fractlbfracA_tA_ fractlbfracA_A_t -fracdtlbfracdAtdAz fracdtlbfracdAzdAt dT abc t -fraclambda lnfracA_tA_ +fraclambda lnfracA_A_t -fracel lnfraceAteAz +fracel lnfraceAzeAt et abc t -T lbleftfracA_tA_right +T lbleftfracA_A_tright -fT lbleftfracfAtfAzright +fT lbleftfracfAzfAtright ft abcliste
abcliste abc Eine bestimmte Menge Tritium aTO Halbwertszeit habe anfänglich aAzO Aktivität. Wie gross ist diese nach Ablauf von atO noch? abc Eine Cäsium--Probe blO Zerfallskonstante habe nach einer bestimmten Zeit noch bAtO Aktivität. Wie gross war diese btO früher? abc Berechne die Zerfallskonstante eines Stoffes welcher -- start mit cAzO Aktivität -- nach Ablauf von ctO noch cAtO Aktivität aufweist. abc Berechne die Halbwertszeit eines Stoffes der ausgeh von dAzO nach Ablauf von dtO noch mit dAtO strahlt. abc Wie lange dauert es bis eAzO verursacht durch Thorium--Atome Zerfallskonstante elO noch eAtO Aktivität aufweisen? abc Wie lange dauert es bis Iod--Aktivität von fAzO auf fAtO abgeklungen ist? isotopeI hat fTO Halbwertszeit. abcliste
Solution:
abcliste abc A_t A_ ^-fractT aAz ^-fracataT aAt abc A_ fracA_ttexte^-lambda t A_t texte^+lambda t fracbAttexte^-bl bt bAt texte^+bl bt bAz abc lambda -fract lnfracA_tA_ +fract lnfracA_A_t -fracct lnfraccAtcAz +fracct lnfraccAzcAt cl abc T -fractlbfracA_tA_ fractlbfracA_A_t -fracdtlbfracdAtdAz fracdtlbfracdAzdAt dT abc t -fraclambda lnfracA_tA_ +fraclambda lnfracA_A_t -fracel lnfraceAteAz +fracel lnfraceAzeAt et abc t -T lbleftfracA_tA_right +T lbleftfracA_A_tright -fT lbleftfracfAtfAzright +fT lbleftfracfAzfAtright ft abcliste
Meta Information
Exercise:
abcliste abc Eine bestimmte Menge Tritium aTO Halbwertszeit habe anfänglich aAzO Aktivität. Wie gross ist diese nach Ablauf von atO noch? abc Eine Cäsium--Probe blO Zerfallskonstante habe nach einer bestimmten Zeit noch bAtO Aktivität. Wie gross war diese btO früher? abc Berechne die Zerfallskonstante eines Stoffes welcher -- start mit cAzO Aktivität -- nach Ablauf von ctO noch cAtO Aktivität aufweist. abc Berechne die Halbwertszeit eines Stoffes der ausgeh von dAzO nach Ablauf von dtO noch mit dAtO strahlt. abc Wie lange dauert es bis eAzO verursacht durch Thorium--Atome Zerfallskonstante elO noch eAtO Aktivität aufweisen? abc Wie lange dauert es bis Iod--Aktivität von fAzO auf fAtO abgeklungen ist? isotopeI hat fTO Halbwertszeit. abcliste
Solution:
abcliste abc A_t A_ ^-fractT aAz ^-fracataT aAt abc A_ fracA_ttexte^-lambda t A_t texte^+lambda t fracbAttexte^-bl bt bAt texte^+bl bt bAz abc lambda -fract lnfracA_tA_ +fract lnfracA_A_t -fracct lnfraccAtcAz +fracct lnfraccAzcAt cl abc T -fractlbfracA_tA_ fractlbfracA_A_t -fracdtlbfracdAtdAz fracdtlbfracdAzdAt dT abc t -fraclambda lnfracA_tA_ +fraclambda lnfracA_A_t -fracel lnfraceAteAz +fracel lnfraceAzeAt et abc t -T lbleftfracA_tA_right +T lbleftfracA_A_tright -fT lbleftfracfAtfAzright +fT lbleftfracfAzfAtright ft abcliste
abcliste abc Eine bestimmte Menge Tritium aTO Halbwertszeit habe anfänglich aAzO Aktivität. Wie gross ist diese nach Ablauf von atO noch? abc Eine Cäsium--Probe blO Zerfallskonstante habe nach einer bestimmten Zeit noch bAtO Aktivität. Wie gross war diese btO früher? abc Berechne die Zerfallskonstante eines Stoffes welcher -- start mit cAzO Aktivität -- nach Ablauf von ctO noch cAtO Aktivität aufweist. abc Berechne die Halbwertszeit eines Stoffes der ausgeh von dAzO nach Ablauf von dtO noch mit dAtO strahlt. abc Wie lange dauert es bis eAzO verursacht durch Thorium--Atome Zerfallskonstante elO noch eAtO Aktivität aufweisen? abc Wie lange dauert es bis Iod--Aktivität von fAzO auf fAtO abgeklungen ist? isotopeI hat fTO Halbwertszeit. abcliste
Solution:
abcliste abc A_t A_ ^-fractT aAz ^-fracataT aAt abc A_ fracA_ttexte^-lambda t A_t texte^+lambda t fracbAttexte^-bl bt bAt texte^+bl bt bAz abc lambda -fract lnfracA_tA_ +fract lnfracA_A_t -fracct lnfraccAtcAz +fracct lnfraccAzcAt cl abc T -fractlbfracA_tA_ fractlbfracA_A_t -fracdtlbfracdAtdAz fracdtlbfracdAzdAt dT abc t -fraclambda lnfracA_tA_ +fraclambda lnfracA_A_t -fracel lnfraceAteAz +fracel lnfraceAzeAt et abc t -T lbleftfracA_tA_right +T lbleftfracA_A_tright -fT lbleftfracfAtfAzright +fT lbleftfracfAzfAtright ft abcliste
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Aktivität 2 by uz
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Zerfall der Aktivität by TeXercises