Stickstoff-Tank
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:
Masse \(m\) / Temperatur \(T\) / Volumen \(V\) / Druck \(p\) / molare Masse \(M\) / Stoffmenge \(n\) /
The following formulas must be used to solve the exercise:
\(m = nM \quad \) \(pV = nRT \quad \)
No explanation / solution video to this exercise has yet been created.
Visit our YouTube-Channel to see solutions to other exercises.
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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:
Ein Tank enthält gemessen bei .celsius und .bar .kg Stickstoff ceN. Wie viel Stickstoff darf maximal hinzugefügt werden wenn der Tank maximal .bar Druck aushält?
Solution:
NewQtyTo.celsius NewQtyT.K NewQtypeo.bar NewQtype.ePa NewQtyme.kg NewQtypzo.bar NewQtypzePa NewQtyM.kilogrampermole % Geg theta To pf T T p_ peo pe m_ me ceN pf M M p_ pzo pz % GesMasseDelta m sikg % Eine Masse von me Stickstoff besteht aus SolQtynefracm_MmeX/MXmol al n_ neF fracmeM ne. % Wird der Druck auf pz erhöht und werden dabei Temperatur und Volumen konstant gelassen dann erhöht sich die Stoffmenge auf SolQtynzp_ fracm_Mp_pzX*neX/peXmol al fracp_n_ fracp_n_ n_ p_ fracn_p_ p_ fracneFp_ nzF pz fracnepe nz. % Diese Stoffmenge hat eine Masse von SolQtymzp_ fracm_p_pzX*meX/peXkg al m_ n_ M mzF pzo fracmepeo mz. % Im Vergleich zur ursprünglichen Masse sind das SolQtyDmm_ qtyfracp_p_-mzX-meXkg al Delta m m_ - m_ mzF - m_ DmF meqtyfracpzopeo - Dm. % Delta m DmF DmP
Ein Tank enthält gemessen bei .celsius und .bar .kg Stickstoff ceN. Wie viel Stickstoff darf maximal hinzugefügt werden wenn der Tank maximal .bar Druck aushält?
Solution:
NewQtyTo.celsius NewQtyT.K NewQtypeo.bar NewQtype.ePa NewQtyme.kg NewQtypzo.bar NewQtypzePa NewQtyM.kilogrampermole % Geg theta To pf T T p_ peo pe m_ me ceN pf M M p_ pzo pz % GesMasseDelta m sikg % Eine Masse von me Stickstoff besteht aus SolQtynefracm_MmeX/MXmol al n_ neF fracmeM ne. % Wird der Druck auf pz erhöht und werden dabei Temperatur und Volumen konstant gelassen dann erhöht sich die Stoffmenge auf SolQtynzp_ fracm_Mp_pzX*neX/peXmol al fracp_n_ fracp_n_ n_ p_ fracn_p_ p_ fracneFp_ nzF pz fracnepe nz. % Diese Stoffmenge hat eine Masse von SolQtymzp_ fracm_p_pzX*meX/peXkg al m_ n_ M mzF pzo fracmepeo mz. % Im Vergleich zur ursprünglichen Masse sind das SolQtyDmm_ qtyfracp_p_-mzX-meXkg al Delta m m_ - m_ mzF - m_ DmF meqtyfracpzopeo - Dm. % Delta m DmF DmP
Meta Information
Exercise:
Ein Tank enthält gemessen bei .celsius und .bar .kg Stickstoff ceN. Wie viel Stickstoff darf maximal hinzugefügt werden wenn der Tank maximal .bar Druck aushält?
Solution:
NewQtyTo.celsius NewQtyT.K NewQtypeo.bar NewQtype.ePa NewQtyme.kg NewQtypzo.bar NewQtypzePa NewQtyM.kilogrampermole % Geg theta To pf T T p_ peo pe m_ me ceN pf M M p_ pzo pz % GesMasseDelta m sikg % Eine Masse von me Stickstoff besteht aus SolQtynefracm_MmeX/MXmol al n_ neF fracmeM ne. % Wird der Druck auf pz erhöht und werden dabei Temperatur und Volumen konstant gelassen dann erhöht sich die Stoffmenge auf SolQtynzp_ fracm_Mp_pzX*neX/peXmol al fracp_n_ fracp_n_ n_ p_ fracn_p_ p_ fracneFp_ nzF pz fracnepe nz. % Diese Stoffmenge hat eine Masse von SolQtymzp_ fracm_p_pzX*meX/peXkg al m_ n_ M mzF pzo fracmepeo mz. % Im Vergleich zur ursprünglichen Masse sind das SolQtyDmm_ qtyfracp_p_-mzX-meXkg al Delta m m_ - m_ mzF - m_ DmF meqtyfracpzopeo - Dm. % Delta m DmF DmP
Ein Tank enthält gemessen bei .celsius und .bar .kg Stickstoff ceN. Wie viel Stickstoff darf maximal hinzugefügt werden wenn der Tank maximal .bar Druck aushält?
Solution:
NewQtyTo.celsius NewQtyT.K NewQtypeo.bar NewQtype.ePa NewQtyme.kg NewQtypzo.bar NewQtypzePa NewQtyM.kilogrampermole % Geg theta To pf T T p_ peo pe m_ me ceN pf M M p_ pzo pz % GesMasseDelta m sikg % Eine Masse von me Stickstoff besteht aus SolQtynefracm_MmeX/MXmol al n_ neF fracmeM ne. % Wird der Druck auf pz erhöht und werden dabei Temperatur und Volumen konstant gelassen dann erhöht sich die Stoffmenge auf SolQtynzp_ fracm_Mp_pzX*neX/peXmol al fracp_n_ fracp_n_ n_ p_ fracn_p_ p_ fracneFp_ nzF pz fracnepe nz. % Diese Stoffmenge hat eine Masse von SolQtymzp_ fracm_p_pzX*meX/peXkg al m_ n_ M mzF pzo fracmepeo mz. % Im Vergleich zur ursprünglichen Masse sind das SolQtyDmm_ qtyfracp_p_-mzX-meXkg al Delta m m_ - m_ mzF - m_ DmF meqtyfracpzopeo - Dm. % Delta m DmF DmP
Contained in these collections
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Ideale Gasgleichung by aej
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Stickstoff-Tank by TeXercises
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Universelle Gasgleichung by pw
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| Title | Matched on |
|---|---|
| Stickstoff-Tank | title |
| Stickstoff | title |
| Molare Masse eines Gases | formula |
| Top oder Flop | tags |
| Top oder Flop | tags |
Similar exercises (28)
| Title | Matched on |
|---|---|
| Stickstoff-Tank | title |
| Stickstoff | title |
| Molare Masse eines Gases | formula |
| Top oder Flop | tags |
| Top oder Flop | tags |
| Top oder Flop | tags |
| Temperatur von Propan-Gas | tags |
| Butan-Gas | tags |
| Druck von Pentan in Gaskartusche | tags |
| Druck von Butan in Gasflasche | tags |
| Top oder Flop | tags |
| Masse von Silberatomen | tags |
| Masse von Stickstoff in Ampulle | tags |
| Volumen von Propan in Gasflasche | tags |
| Masse von Sauerstoff in Flasche | tags |
| Masse von Sauerstoff in Stahlfalsche | tags |
| Fassungsvermögen von Gaskartusche | tags |
| Wahr oder falsch? | tags |
| Wahr oder falsch? | tags |
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| Wahr oder falsch? | tags |
| Wasserstoffgas | tags |
| Volumen von Pentan-Gas | tags |
| Masse von Sauerstoff | tags |
| Einstein's letzter Atemzug | tags |
| Top oder Flop | tags |
| Top oder Flop | tags |
| Top oder Flop | tags |