Tennisball
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:
Zeit \(t\) / Geschwindigkeit \(v\) / Strecke \(s\) / Beschleunigung \(a\) /
The following formulas must be used to solve the exercise:
\(s = \dfrac{1}{2}at^2+v_0 t \quad \) \(s = vt \quad \)
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:
Angenommen eine Tennis-Spielerin schlägt den Ball in einer Höhe von cm horizontal weg und letzterer landet .m von ihr entfernt im gültigen Bereich. Wie weit über dem cm hohen Netz welches sich m von der Spieler entfernt befindet ist der Ball hinweg geflogen?
Solution:
NewQtyyem NewQtyxe.m NewQtyhzm NewQtyxzm % Bis der Tennisball am Boden landet dauert es SolQtytesqrtfracy_gsqrt*yeX/gMns al t_ teF sqrtfrac yegM te. % Der Tennisball wurde also mit einer Anfangsgeschwindigkeit von SolQtyvofracx_t_xeX/teX al v_ voF fracx_sqrtfracy_g fracxesqrtfrac yegM vo gespielt. Bis er also über dem Netz ist resp. xz von der Spielerin entfernt dauert es SolQtytzfracx_v_xzX/voXs al t_ tzF fracxzvo tz. % In dieser Zeit ist der Ball SolQtyyzfracgt_^.*gMn*tzX**m al y_ yzF frac gM qtytz^ yz gefallen und befindet sich SolQtyhy_-y_-h_yeX-yzX-hzXm al h hF ye - yz - hz hP hP- über dem Netz.
Angenommen eine Tennis-Spielerin schlägt den Ball in einer Höhe von cm horizontal weg und letzterer landet .m von ihr entfernt im gültigen Bereich. Wie weit über dem cm hohen Netz welches sich m von der Spieler entfernt befindet ist der Ball hinweg geflogen?
Solution:
NewQtyyem NewQtyxe.m NewQtyhzm NewQtyxzm % Bis der Tennisball am Boden landet dauert es SolQtytesqrtfracy_gsqrt*yeX/gMns al t_ teF sqrtfrac yegM te. % Der Tennisball wurde also mit einer Anfangsgeschwindigkeit von SolQtyvofracx_t_xeX/teX al v_ voF fracx_sqrtfracy_g fracxesqrtfrac yegM vo gespielt. Bis er also über dem Netz ist resp. xz von der Spielerin entfernt dauert es SolQtytzfracx_v_xzX/voXs al t_ tzF fracxzvo tz. % In dieser Zeit ist der Ball SolQtyyzfracgt_^.*gMn*tzX**m al y_ yzF frac gM qtytz^ yz gefallen und befindet sich SolQtyhy_-y_-h_yeX-yzX-hzXm al h hF ye - yz - hz hP hP- über dem Netz.
Meta Information
Exercise:
Angenommen eine Tennis-Spielerin schlägt den Ball in einer Höhe von cm horizontal weg und letzterer landet .m von ihr entfernt im gültigen Bereich. Wie weit über dem cm hohen Netz welches sich m von der Spieler entfernt befindet ist der Ball hinweg geflogen?
Solution:
NewQtyyem NewQtyxe.m NewQtyhzm NewQtyxzm % Bis der Tennisball am Boden landet dauert es SolQtytesqrtfracy_gsqrt*yeX/gMns al t_ teF sqrtfrac yegM te. % Der Tennisball wurde also mit einer Anfangsgeschwindigkeit von SolQtyvofracx_t_xeX/teX al v_ voF fracx_sqrtfracy_g fracxesqrtfrac yegM vo gespielt. Bis er also über dem Netz ist resp. xz von der Spielerin entfernt dauert es SolQtytzfracx_v_xzX/voXs al t_ tzF fracxzvo tz. % In dieser Zeit ist der Ball SolQtyyzfracgt_^.*gMn*tzX**m al y_ yzF frac gM qtytz^ yz gefallen und befindet sich SolQtyhy_-y_-h_yeX-yzX-hzXm al h hF ye - yz - hz hP hP- über dem Netz.
Angenommen eine Tennis-Spielerin schlägt den Ball in einer Höhe von cm horizontal weg und letzterer landet .m von ihr entfernt im gültigen Bereich. Wie weit über dem cm hohen Netz welches sich m von der Spieler entfernt befindet ist der Ball hinweg geflogen?
Solution:
NewQtyyem NewQtyxe.m NewQtyhzm NewQtyxzm % Bis der Tennisball am Boden landet dauert es SolQtytesqrtfracy_gsqrt*yeX/gMns al t_ teF sqrtfrac yegM te. % Der Tennisball wurde also mit einer Anfangsgeschwindigkeit von SolQtyvofracx_t_xeX/teX al v_ voF fracx_sqrtfracy_g fracxesqrtfrac yegM vo gespielt. Bis er also über dem Netz ist resp. xz von der Spielerin entfernt dauert es SolQtytzfracx_v_xzX/voXs al t_ tzF fracxzvo tz. % In dieser Zeit ist der Ball SolQtyyzfracgt_^.*gMn*tzX**m al y_ yzF frac gM qtytz^ yz gefallen und befindet sich SolQtyhy_-y_-h_yeX-yzX-hzXm al h hF ye - yz - hz hP hP- über dem Netz.
Contained in these collections
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Tennisball by TeXercises
| Title | Matched on |
|---|---|
| Tennisball | titleformula |
| Tennisball | title |
| Tennisball | title |
| Tennisball | title |
| Tennisball | titleformula |
Similar exercises (8)
| Title | Matched on |
|---|---|
| Tennisball | titleformula |
| Tennisball | title |
| Tennisball | title |
| Tennisball | title |
| Tennisball | titleformula |
| Widerstand | formula |
| Glühlampe mit wechselndem Widerstand | formula |
| Einfacher Transformator | tags |