Bushaltestelle
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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Video
\(\LaTeX\)
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Exercise:
Wie lange braucht ein Bus von der Haltestelle mathcalA nach der m entfernten Haltestelle mathcalB wenn er mit der Beschleunigung centiq auf die Geschwindigkeit beschleunigt dann mit konstanter Geschwindigkeit fährt und anschliess mit -centiq zum Stillstand kommt?
Solution:
NewQtyaeocentis NewQtyaes NewQtyazo-centis NewQtyaz-s NewQtyvo NewQtyv. NewQtystm % Geg s st a aeo ae v vo v a^prime azo az % GesZeittsis Sowohl die Beschleunigungs- als auch die Bremsstrecke betragen SolQtysprfracv^avX**/*aeXm al s^prime sprF fracqtyv^ae sprP. Die Dauer dieser Vorgänge ist SolQtytprfracvavX/aeXs al t^prime tprF fracvae tprP. Die übrigen SolQtyDss-fracv^astX-*sprXm al Delta s s-s^prime DsF st - sprP DsP fährt der Bus mit konstanter Geschwindigkeit was SolQtyDtfracsv - fracvaDsX/vXs al Delta t fracDelta sv fracDsFv DtF fracDsPv DtP dauert. Die Gesamtzeit ist folglich SolQtytfracva+fracsv*tprX+DtXs al t t^prime + Delta t tprF + DtF tF tprP + DtP tP. % t tF tS
Wie lange braucht ein Bus von der Haltestelle mathcalA nach der m entfernten Haltestelle mathcalB wenn er mit der Beschleunigung centiq auf die Geschwindigkeit beschleunigt dann mit konstanter Geschwindigkeit fährt und anschliess mit -centiq zum Stillstand kommt?
Solution:
NewQtyaeocentis NewQtyaes NewQtyazo-centis NewQtyaz-s NewQtyvo NewQtyv. NewQtystm % Geg s st a aeo ae v vo v a^prime azo az % GesZeittsis Sowohl die Beschleunigungs- als auch die Bremsstrecke betragen SolQtysprfracv^avX**/*aeXm al s^prime sprF fracqtyv^ae sprP. Die Dauer dieser Vorgänge ist SolQtytprfracvavX/aeXs al t^prime tprF fracvae tprP. Die übrigen SolQtyDss-fracv^astX-*sprXm al Delta s s-s^prime DsF st - sprP DsP fährt der Bus mit konstanter Geschwindigkeit was SolQtyDtfracsv - fracvaDsX/vXs al Delta t fracDelta sv fracDsFv DtF fracDsPv DtP dauert. Die Gesamtzeit ist folglich SolQtytfracva+fracsv*tprX+DtXs al t t^prime + Delta t tprF + DtF tF tprP + DtP tP. % t tF tS
Meta Information
Exercise:
Wie lange braucht ein Bus von der Haltestelle mathcalA nach der m entfernten Haltestelle mathcalB wenn er mit der Beschleunigung centiq auf die Geschwindigkeit beschleunigt dann mit konstanter Geschwindigkeit fährt und anschliess mit -centiq zum Stillstand kommt?
Solution:
NewQtyaeocentis NewQtyaes NewQtyazo-centis NewQtyaz-s NewQtyvo NewQtyv. NewQtystm % Geg s st a aeo ae v vo v a^prime azo az % GesZeittsis Sowohl die Beschleunigungs- als auch die Bremsstrecke betragen SolQtysprfracv^avX**/*aeXm al s^prime sprF fracqtyv^ae sprP. Die Dauer dieser Vorgänge ist SolQtytprfracvavX/aeXs al t^prime tprF fracvae tprP. Die übrigen SolQtyDss-fracv^astX-*sprXm al Delta s s-s^prime DsF st - sprP DsP fährt der Bus mit konstanter Geschwindigkeit was SolQtyDtfracsv - fracvaDsX/vXs al Delta t fracDelta sv fracDsFv DtF fracDsPv DtP dauert. Die Gesamtzeit ist folglich SolQtytfracva+fracsv*tprX+DtXs al t t^prime + Delta t tprF + DtF tF tprP + DtP tP. % t tF tS
Wie lange braucht ein Bus von der Haltestelle mathcalA nach der m entfernten Haltestelle mathcalB wenn er mit der Beschleunigung centiq auf die Geschwindigkeit beschleunigt dann mit konstanter Geschwindigkeit fährt und anschliess mit -centiq zum Stillstand kommt?
Solution:
NewQtyaeocentis NewQtyaes NewQtyazo-centis NewQtyaz-s NewQtyvo NewQtyv. NewQtystm % Geg s st a aeo ae v vo v a^prime azo az % GesZeittsis Sowohl die Beschleunigungs- als auch die Bremsstrecke betragen SolQtysprfracv^avX**/*aeXm al s^prime sprF fracqtyv^ae sprP. Die Dauer dieser Vorgänge ist SolQtytprfracvavX/aeXs al t^prime tprF fracvae tprP. Die übrigen SolQtyDss-fracv^astX-*sprXm al Delta s s-s^prime DsF st - sprP DsP fährt der Bus mit konstanter Geschwindigkeit was SolQtyDtfracsv - fracvaDsX/vXs al Delta t fracDelta sv fracDsFv DtF fracDsPv DtP dauert. Die Gesamtzeit ist folglich SolQtytfracva+fracsv*tprX+DtXs al t t^prime + Delta t tprF + DtF tF tprP + DtP tP. % t tF tS
Contained in these collections
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Beschleunigung 2 by uz
-
Beschleunigung II by pw
| Title | Matched on |
|---|---|
| Pilot im Heuhaufen | tagsformula |
| Bushaltestelle | title |
| Armbrust | tagsformula |
| Flugzeug | formula |
| Lokomotive | tagsformula |
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