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Leistung eines Kühlschrankes

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/leistung-eines-kuhlschrankes/

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Solution

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The following quantities appear in the problem: Zeit \(t\) / Masse \(m\) / Temperatur \(T\) / Arbeit \(W\) / Energie \(E\) / Leistung \(P\) / Wärme \(Q\) / spezifische latente Wärme \(L\) / Wärmekapazität \(c\) / Leistungszahl \(\epsilon\) /

The following formulas must be used to solve the exercise: \(Q = c \cdot m \cdot \Delta\vartheta \quad \) \(Q = m \cdot L_{\scriptscriptstyle\rm f} \quad \) \(P = \dfrac{E}{t} = \dfrac{W}{t} \quad \) \(\epsilon = \frac{Q_L}{W} \quad \)

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Exercise:
Stellt man g Wasser von celsius in einen .celsius kalten Kühlschrank mit Leistungszahl num. so erreicht dieses nach .min die Innentemperatur. Wie viel Leistung bezieht dieser Kühlschrank aus dem Stromnetz?

Solution:
boxGegeben m g .kg theta_ degreeCelsius theta_ .degreeCelsius epsilon . t min s boxGesucht textLeistung PsiW Für einen Temperaturunterschied von Delta theta theta_-theta_ degreeCelsius müssen den g Wasser folge Energie entzogen werden: Q_L c m Delta theta c m theta_-theta_ .eJ Braucht der Kühlschrank dafür min so entspricht das einer Kühlleistung von: P_L fracQ_Lt fracc m theta_-theta_t .eW Bei der angegebenen Leistungszahl muss der Kompressor des Kühlschrankes aus dem Netz die elektrische Leistung P fracP_Lepsilon fracc m theta_-theta_epsilon t .W beziehen. boxbox P fracc m theta_-theta_epsilon t .W

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Contained in these collections:

Leistung eines Kühlschrankes by TeXercises

2 | 6
Kältemaschine 1 by uz

6 | 10
Kältemaschine by pw

7 | 8

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Tags	kältemaschine, kühlschrank, physik, thermodynamik, wärmelehre
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Difficulty	(3, default)
Points	5 (default)
Language	(Deutsch)
Type	Calculative / Quantity
Creator	uz
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