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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
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Exercise:
abcliste abc Berechne wie viel Eis der Temperatur TCelsius man mit pq.eJ schmelzen könnte. abc Wenn ein Kühlschrank seinem Innern pqJ entzieht und dabei pqJ an die Küche abgibt -- wie viel elektrische Energie ist dann seinem Kompressor zugeführt worden? abc Berechne die Innentemperatur eines idealen Kühlschranks welcher eine Leistungszahl von . hat und in einer Küche der Temperatur TCelsius steht. abc Welche Temperatur müsste im Erdinnern herrschen damit eine Wär-mpum-pe welche eine ideale Leistungszahl von . aufweist im Hausinnern den Heizkessel auf TCelsius halten kann? abc Rechne pq.eJ in Kilowattstunden um! abc Ein Motor mit einem Wirkungsgrad von .% gibt eine Leistung von pqkW ab. Berechne die zugeführte Leistung. abcliste
Solution:
abcliste abc m fracQL_f pq.kg abc W Q_H-Q_L pqJ abc T_k fracvarepsilon+varepsilon T_w pq.K pq-Celsius abc T_k fracvarepsilon-varepsilon T_w pq.K pq.Celsius abc Dreisatzpq.eJpqkWhpq.eJpq.kWh abc P_textscriptsize zug fracPeta pq.eW abcliste
abcliste abc Berechne wie viel Eis der Temperatur TCelsius man mit pq.eJ schmelzen könnte. abc Wenn ein Kühlschrank seinem Innern pqJ entzieht und dabei pqJ an die Küche abgibt -- wie viel elektrische Energie ist dann seinem Kompressor zugeführt worden? abc Berechne die Innentemperatur eines idealen Kühlschranks welcher eine Leistungszahl von . hat und in einer Küche der Temperatur TCelsius steht. abc Welche Temperatur müsste im Erdinnern herrschen damit eine Wär-mpum-pe welche eine ideale Leistungszahl von . aufweist im Hausinnern den Heizkessel auf TCelsius halten kann? abc Rechne pq.eJ in Kilowattstunden um! abc Ein Motor mit einem Wirkungsgrad von .% gibt eine Leistung von pqkW ab. Berechne die zugeführte Leistung. abcliste
Solution:
abcliste abc m fracQL_f pq.kg abc W Q_H-Q_L pqJ abc T_k fracvarepsilon+varepsilon T_w pq.K pq-Celsius abc T_k fracvarepsilon-varepsilon T_w pq.K pq.Celsius abc Dreisatzpq.eJpqkWhpq.eJpq.kWh abc P_textscriptsize zug fracPeta pq.eW abcliste
Meta Information
Exercise:
abcliste abc Berechne wie viel Eis der Temperatur TCelsius man mit pq.eJ schmelzen könnte. abc Wenn ein Kühlschrank seinem Innern pqJ entzieht und dabei pqJ an die Küche abgibt -- wie viel elektrische Energie ist dann seinem Kompressor zugeführt worden? abc Berechne die Innentemperatur eines idealen Kühlschranks welcher eine Leistungszahl von . hat und in einer Küche der Temperatur TCelsius steht. abc Welche Temperatur müsste im Erdinnern herrschen damit eine Wär-mpum-pe welche eine ideale Leistungszahl von . aufweist im Hausinnern den Heizkessel auf TCelsius halten kann? abc Rechne pq.eJ in Kilowattstunden um! abc Ein Motor mit einem Wirkungsgrad von .% gibt eine Leistung von pqkW ab. Berechne die zugeführte Leistung. abcliste
Solution:
abcliste abc m fracQL_f pq.kg abc W Q_H-Q_L pqJ abc T_k fracvarepsilon+varepsilon T_w pq.K pq-Celsius abc T_k fracvarepsilon-varepsilon T_w pq.K pq.Celsius abc Dreisatzpq.eJpqkWhpq.eJpq.kWh abc P_textscriptsize zug fracPeta pq.eW abcliste
abcliste abc Berechne wie viel Eis der Temperatur TCelsius man mit pq.eJ schmelzen könnte. abc Wenn ein Kühlschrank seinem Innern pqJ entzieht und dabei pqJ an die Küche abgibt -- wie viel elektrische Energie ist dann seinem Kompressor zugeführt worden? abc Berechne die Innentemperatur eines idealen Kühlschranks welcher eine Leistungszahl von . hat und in einer Küche der Temperatur TCelsius steht. abc Welche Temperatur müsste im Erdinnern herrschen damit eine Wär-mpum-pe welche eine ideale Leistungszahl von . aufweist im Hausinnern den Heizkessel auf TCelsius halten kann? abc Rechne pq.eJ in Kilowattstunden um! abc Ein Motor mit einem Wirkungsgrad von .% gibt eine Leistung von pqkW ab. Berechne die zugeführte Leistung. abcliste
Solution:
abcliste abc m fracQL_f pq.kg abc W Q_H-Q_L pqJ abc T_k fracvarepsilon+varepsilon T_w pq.K pq-Celsius abc T_k fracvarepsilon-varepsilon T_w pq.K pq.Celsius abc Dreisatzpq.eJpqkWhpq.eJpq.kWh abc P_textscriptsize zug fracPeta pq.eW abcliste
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