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Double Slit

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/double-slit/

Question

Solution

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\(\LaTeX\)

Need help? Yes, please!

The following quantities appear in the problem: Anzahl \(N\) / Winkel \(\theta\) / Wellenlänge \(\lambda\) / Gitterkonstante \(d\) /

The following formulas must be used to solve the exercise: \(\sin(\alpha_m) = \frac{m\cdot\lambda}{d} \quad \)

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Exercise:
abcliste abc At what angle is the first-order maximum for blue light laaO falling on double slits separated by daO? abc Calculate the angle for the third-order maximum of yellow light labO falling on double slits separated by dbO. abc What is the separation between two slits for which orange light has its second maximum at an angle of alcdegO? abc What is the wavelength of light falling on double slits separated by ddO if the fourth-order maximum is at an angle of alddegO? abcliste

Solution:
abcliste abc alpha alaF arcsinleftmatimesfraclaadaright ala resultaladegP abc alpha albF arcsinleftmbtimesfraclabdbright alb resultalbdegP abc sinalpha_m m fraclambdad Longrightarrow d dcF mctimesfraclacsinalc dc approx resultdcP- abc sinalpha_m m fraclambdad Longrightarrow lambda ddF ddtimesfracsinaldmd lad approx resultladP- abcliste

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Contained in these collections:

Interferenz by TeXercises

2 | 3
Diffraction and Interference by by

6 | 21

Attributes & Decorations

Branches	Diffraction
Tags	double slit
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Difficulty	(1, default)
Points	0 (default)
Language	(English)
Type	Calculative / Quantity
Creator	by
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