Zwei Kinder spannen ein Seil
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:
Zwei Kinder spannen ein Seil der Länge lO mit einer Kraft von FO. Eine Transversalwelle soll vom einen Ende des Seils in tO zum anderen gelangen. Wie gross darf die Masse des Seils höchstens sein?
Solution:
SolQtyclX/tX c fracellt fraclt c SolQtyumFX/cX^kilogrampermeter mu fracFc^ fracFleftfracelltright^ fracFleftfracltright^ um SolQtymumX*lXkg m mu ell fracFleftfracelltright^ell fracFleftfracltright^ l m
Zwei Kinder spannen ein Seil der Länge lO mit einer Kraft von FO. Eine Transversalwelle soll vom einen Ende des Seils in tO zum anderen gelangen. Wie gross darf die Masse des Seils höchstens sein?
Solution:
SolQtyclX/tX c fracellt fraclt c SolQtyumFX/cX^kilogrampermeter mu fracFc^ fracFleftfracelltright^ fracFleftfracltright^ um SolQtymumX*lXkg m mu ell fracFleftfracelltright^ell fracFleftfracltright^ l m
Meta Information
Exercise:
Zwei Kinder spannen ein Seil der Länge lO mit einer Kraft von FO. Eine Transversalwelle soll vom einen Ende des Seils in tO zum anderen gelangen. Wie gross darf die Masse des Seils höchstens sein?
Solution:
SolQtyclX/tX c fracellt fraclt c SolQtyumFX/cX^kilogrampermeter mu fracFc^ fracFleftfracelltright^ fracFleftfracltright^ um SolQtymumX*lXkg m mu ell fracFleftfracelltright^ell fracFleftfracltright^ l m
Zwei Kinder spannen ein Seil der Länge lO mit einer Kraft von FO. Eine Transversalwelle soll vom einen Ende des Seils in tO zum anderen gelangen. Wie gross darf die Masse des Seils höchstens sein?
Solution:
SolQtyclX/tX c fracellt fraclt c SolQtyumFX/cX^kilogrampermeter mu fracFc^ fracFleftfracelltright^ fracFleftfracltright^ um SolQtymumX*lXkg m mu ell fracFleftfracelltright^ell fracFleftfracltright^ l m
Contained in these collections
-
Wellengeschwindigkeit 1 by uz
| Title | Matched on |
|---|---|
| Lineare Massenbelegung von Saite | tagsformula |
| Kompressibilität von Silikonöl | tagsformula |
| Ultraschall in Rizinusöl | tagsformula |
| Gespannte Saite | tagsformula |
| Klaviersaite c | formula |
Similar exercises (20)
| Title | Matched on |
|---|---|
| Lineare Massenbelegung von Saite | tagsformula |
| Kompressibilität von Silikonöl | tagsformula |
| Ultraschall in Rizinusöl | tagsformula |
| Gespannte Saite | tagsformula |
| Klaviersaite c | formula |
| Klaviersaite c | formula |
| Wellengeschwindigkeit in Wasser | tags |
| Elastic waves in solid materials | tags |
| Mit Argon gefüllte Röhre | tags |
| Wellengeschwindigkeit auf gespannter Saite | tags |
| Masse von gespanntem Seil | tags |
| Wellenzahl von Stickstoff-Welle | tags |
| Verhältnis von Schallgeschwindigkeit mittlerer Geschwindigkeit | tags |
| Frequenz bei gespanntem Seil | tags |
| Zwei verbundene Saiten | tags |
| Massenbelegung von Seil | tags |
| Wellengeschwindigkeit auf einer Saite | tags |
| Massenbelegung von Seil | tags |
| Wellengeschwindigkeit | tags |
| Kopfwelle eines Geschosses | tags |