Kühlschrank
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
\(\LaTeX\)
Need help? Yes, please!
The following quantities appear in the problem:
Temperatur \(T\) / Arbeit \(W\) / Wärme \(Q\) / Leistungszahl \(\epsilon\) /
The following formulas must be used to solve the exercise:
\(\varepsilon = \dfrac{T_{\scriptscriptstyle\rm L}}{T_{\scriptscriptstyle\rm H}-T_{\scriptscriptstyle\rm L}} \quad \) \(\epsilon = \frac{Q_L}{W} \quad \)
No explanation / solution video to this exercise has yet been created.
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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!
Exercise:
Wie viel elektrische Energie würde ein Kühlschrank der seine theoretisch maximal mögliche Leistungszahl erreicht in einer Küche von celsius benötigen um kcal Wärme aus seinem Inneren von .celsius abzuführen?
Solution:
NewQtyTwocelsius NewQtyTw.K NewQtyQokcal ConvToQoC.eQoJ NewQtyTko.celsius NewQtyTk.K % Geg sscTw Two Tw Q Qo QoC sscTk Tko Tk % GesElektrische EnergieE siJ % Die theoeretisch maximal mögliche Leistungszahl beträgt SolQtyEpfracsscTksscTw-sscTkTkX/TwX-TkX al epsilon EpF fracTkTw-Tk Ep. % Um die angegebene Wärmemenge abzuführen werden demnach SolQtyEQ fracsscTw-sscTksscTkQoCX/EpXJ al E fracQepsilon EF fracQoCEp E elektrische Energie benötigt. % E EF ES
Wie viel elektrische Energie würde ein Kühlschrank der seine theoretisch maximal mögliche Leistungszahl erreicht in einer Küche von celsius benötigen um kcal Wärme aus seinem Inneren von .celsius abzuführen?
Solution:
NewQtyTwocelsius NewQtyTw.K NewQtyQokcal ConvToQoC.eQoJ NewQtyTko.celsius NewQtyTk.K % Geg sscTw Two Tw Q Qo QoC sscTk Tko Tk % GesElektrische EnergieE siJ % Die theoeretisch maximal mögliche Leistungszahl beträgt SolQtyEpfracsscTksscTw-sscTkTkX/TwX-TkX al epsilon EpF fracTkTw-Tk Ep. % Um die angegebene Wärmemenge abzuführen werden demnach SolQtyEQ fracsscTw-sscTksscTkQoCX/EpXJ al E fracQepsilon EF fracQoCEp E elektrische Energie benötigt. % E EF ES
Meta Information
Exercise:
Wie viel elektrische Energie würde ein Kühlschrank der seine theoretisch maximal mögliche Leistungszahl erreicht in einer Küche von celsius benötigen um kcal Wärme aus seinem Inneren von .celsius abzuführen?
Solution:
NewQtyTwocelsius NewQtyTw.K NewQtyQokcal ConvToQoC.eQoJ NewQtyTko.celsius NewQtyTk.K % Geg sscTw Two Tw Q Qo QoC sscTk Tko Tk % GesElektrische EnergieE siJ % Die theoeretisch maximal mögliche Leistungszahl beträgt SolQtyEpfracsscTksscTw-sscTkTkX/TwX-TkX al epsilon EpF fracTkTw-Tk Ep. % Um die angegebene Wärmemenge abzuführen werden demnach SolQtyEQ fracsscTw-sscTksscTkQoCX/EpXJ al E fracQepsilon EF fracQoCEp E elektrische Energie benötigt. % E EF ES
Wie viel elektrische Energie würde ein Kühlschrank der seine theoretisch maximal mögliche Leistungszahl erreicht in einer Küche von celsius benötigen um kcal Wärme aus seinem Inneren von .celsius abzuführen?
Solution:
NewQtyTwocelsius NewQtyTw.K NewQtyQokcal ConvToQoC.eQoJ NewQtyTko.celsius NewQtyTk.K % Geg sscTw Two Tw Q Qo QoC sscTk Tko Tk % GesElektrische EnergieE siJ % Die theoeretisch maximal mögliche Leistungszahl beträgt SolQtyEpfracsscTksscTw-sscTkTkX/TwX-TkX al epsilon EpF fracTkTw-Tk Ep. % Um die angegebene Wärmemenge abzuführen werden demnach SolQtyEQ fracsscTw-sscTksscTkQoCX/EpXJ al E fracQepsilon EF fracQoCEp E elektrische Energie benötigt. % E EF ES
Contained in these collections
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Energie aus Kühlschrank abführen by TeXercises1 | 1
| Title | Matched on |
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| Kühlschrank | title |
| Kühlschrank | title |
| Kühlschrank | title |
| Kühlschrank | title |
| Kühlschrank | titleformula |
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