Top oder Flop
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:
abcliste abc Rechne TCelsius- in die Einheit Grad Fahrenheit um! abc Rechne pqCelsius in Kelvin um! abc Berechne den Län-gen-aus-dehn-ungs-koef-fi-zien-ten des Materials aus welchem ein pq.cm langer Stab besteht welcher sich bei einer Temperaturänderung um TCelsius auf pq.cm ausdehnt. abc Welcher Temperaturänderung müsste man pq.dl einer Flüssigkeit aussetzen welche einen Ausdehnungskoeffizienten von pq.K^- hat damit ihr Volumen um pqmm^ zunimmt? abc Berechne Masse von numpr.e Molekülen eines Stoffes mit der molaren Masse pqg/mol. abc Berechne die Stoffmenge eines Gases welches bei TCelsius- und pq.bar einen Raum von pq.dl einnimmt. abcliste
Solution:
abcliste abc Rechne TCelsius- in die Einheit Grad Fahrenheit um! abc Rechne pqCelsius in Kelvin um! abc Berechne den Län-gen-aus-dehn-ungs-koef-fi-zien-ten des Materials aus welchem ein pq.cm langer Stab besteht welcher sich bei einer Temperaturänderung um TCelsius auf pq.cm ausdehnt. abc Welcher Temperaturänderung müsste man pq.dl einer Flüssigkeit aussetzen welche einen Ausdehnungskoeffizienten von pq.K^- hat damit ihr Volumen um pqmm^ zunimmt? abc Berechne Masse von numpr.e Molekülen eines Stoffes mit der molaren Masse pqg/mol. abc Berechne die Stoffmenge eines Gases welches bei TCelsius- und pq.bar einen Raum von pq.dl einnimmt. abcliste
Solution:
Meta Information
Exercise:
abcliste abc Rechne TCelsius- in die Einheit Grad Fahrenheit um! abc Rechne pqCelsius in Kelvin um! abc Berechne den Län-gen-aus-dehn-ungs-koef-fi-zien-ten des Materials aus welchem ein pq.cm langer Stab besteht welcher sich bei einer Temperaturänderung um TCelsius auf pq.cm ausdehnt. abc Welcher Temperaturänderung müsste man pq.dl einer Flüssigkeit aussetzen welche einen Ausdehnungskoeffizienten von pq.K^- hat damit ihr Volumen um pqmm^ zunimmt? abc Berechne Masse von numpr.e Molekülen eines Stoffes mit der molaren Masse pqg/mol. abc Berechne die Stoffmenge eines Gases welches bei TCelsius- und pq.bar einen Raum von pq.dl einnimmt. abcliste
Solution:
abcliste abc Rechne TCelsius- in die Einheit Grad Fahrenheit um! abc Rechne pqCelsius in Kelvin um! abc Berechne den Län-gen-aus-dehn-ungs-koef-fi-zien-ten des Materials aus welchem ein pq.cm langer Stab besteht welcher sich bei einer Temperaturänderung um TCelsius auf pq.cm ausdehnt. abc Welcher Temperaturänderung müsste man pq.dl einer Flüssigkeit aussetzen welche einen Ausdehnungskoeffizienten von pq.K^- hat damit ihr Volumen um pqmm^ zunimmt? abc Berechne Masse von numpr.e Molekülen eines Stoffes mit der molaren Masse pqg/mol. abc Berechne die Stoffmenge eines Gases welches bei TCelsius- und pq.bar einen Raum von pq.dl einnimmt. abcliste
Solution:
Contained in these collections
| Title | Matched on |
|---|---|
| Stahlring | tags |
| Top oder Flop | title |
| Top oder Flop | title |
| Top oder Flop | title |
| Top oder Flop | title |