Fussgänger und Radfahrer
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
Applet
\(\LaTeX\)
Need help? Yes, please!
The following quantities appear in the problem:
Zeit \(t\) / Geschwindigkeit \(v\) / Strecke \(s\) /
The following formulas must be used to solve the exercise:
\(s = vt \quad \)
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Visit our YouTube-Channel to see solutions to other exercises.
Don't forget to subscribe to our channel, like the videos and leave comments!
Treffpunkt und Einholen
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Exercise:
Von den Punkten mathcalF und mathcalR welche sO auseinanderliegen bewegen sich gleichzeitig ein Fussgänger und ein Radfahrer aufeinander zu. Ihre Geschwindigkeiten sind vaO und vbO. Wann und wo treffen sie sich?
Solution:
Geg s m v_ .meterpersecond v_ .meterpersecond GesZeitt sis textPosition s' sim Geg s s v_ va v_ vb GesZeittsisecond GesPositions_fsimeter Zusammen haben die beiden Personen eine Geschwindigkeit von v vF va + vb v Mit dieser benötigen sie für die Strecke von sO folge Zeit: t fracsv fracsvF fracsva + vb t approx tP Der Fussgänger legt in dieser Zeit eine Strecke von s_f v_ t v_ tF sfF fracva sva + vb sf approx sfP zurück der Radfahrer man kann es durch rechnen überprüfen den Rest also s_r s - s_f s - sfF srF fracs vbva + vb sr t tF tP s_f sfF sfP
Von den Punkten mathcalF und mathcalR welche sO auseinanderliegen bewegen sich gleichzeitig ein Fussgänger und ein Radfahrer aufeinander zu. Ihre Geschwindigkeiten sind vaO und vbO. Wann und wo treffen sie sich?
Solution:
Geg s m v_ .meterpersecond v_ .meterpersecond GesZeitt sis textPosition s' sim Geg s s v_ va v_ vb GesZeittsisecond GesPositions_fsimeter Zusammen haben die beiden Personen eine Geschwindigkeit von v vF va + vb v Mit dieser benötigen sie für die Strecke von sO folge Zeit: t fracsv fracsvF fracsva + vb t approx tP Der Fussgänger legt in dieser Zeit eine Strecke von s_f v_ t v_ tF sfF fracva sva + vb sf approx sfP zurück der Radfahrer man kann es durch rechnen überprüfen den Rest also s_r s - s_f s - sfF srF fracs vbva + vb sr t tF tP s_f sfF sfP
Meta Information
Exercise:
Von den Punkten mathcalF und mathcalR welche sO auseinanderliegen bewegen sich gleichzeitig ein Fussgänger und ein Radfahrer aufeinander zu. Ihre Geschwindigkeiten sind vaO und vbO. Wann und wo treffen sie sich?
Solution:
Geg s m v_ .meterpersecond v_ .meterpersecond GesZeitt sis textPosition s' sim Geg s s v_ va v_ vb GesZeittsisecond GesPositions_fsimeter Zusammen haben die beiden Personen eine Geschwindigkeit von v vF va + vb v Mit dieser benötigen sie für die Strecke von sO folge Zeit: t fracsv fracsvF fracsva + vb t approx tP Der Fussgänger legt in dieser Zeit eine Strecke von s_f v_ t v_ tF sfF fracva sva + vb sf approx sfP zurück der Radfahrer man kann es durch rechnen überprüfen den Rest also s_r s - s_f s - sfF srF fracs vbva + vb sr t tF tP s_f sfF sfP
Von den Punkten mathcalF und mathcalR welche sO auseinanderliegen bewegen sich gleichzeitig ein Fussgänger und ein Radfahrer aufeinander zu. Ihre Geschwindigkeiten sind vaO und vbO. Wann und wo treffen sie sich?
Solution:
Geg s m v_ .meterpersecond v_ .meterpersecond GesZeitt sis textPosition s' sim Geg s s v_ va v_ vb GesZeittsisecond GesPositions_fsimeter Zusammen haben die beiden Personen eine Geschwindigkeit von v vF va + vb v Mit dieser benötigen sie für die Strecke von sO folge Zeit: t fracsv fracsvF fracsva + vb t approx tP Der Fussgänger legt in dieser Zeit eine Strecke von s_f v_ t v_ tF sfF fracva sva + vb sf approx sfP zurück der Radfahrer man kann es durch rechnen überprüfen den Rest also s_r s - s_f s - sfF srF fracs vbva + vb sr t tF tP s_f sfF sfP
Contained in these collections
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Fussgänger und Radfahrer by TeXercises
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Geschwindigkeit I by pw
| Title | Matched on |
|---|---|
| Fussgänger und Radfahrer (mit Bewegungsdiagramm) | tags |
| Fussgänger und Radfahrer | tagstitle |
| Fussgänger und Radfahrer | tagstitle |
| Fussgänger und Radfahrer | title |
| Fussgänger und Radfahrer | title |
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