Zwischen zwei Leitern
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:
Berechne das Magnetfeld in der Mitte zwischen zwei Leitern im Abstand von pqcm wovon der eine Leiter den Strom pqA und der andere den Strom pqA in entgegengesetzter Richtung führt. Erstelle ausserdem eine Skizze aus der die Richtung der Ströme so wie jene des resultieren Magnetfeldes hervor geht.
Solution:
Mit der glqq rechtHand-Regelgrqq überlegt man sich leicht dass in der Mitte zwischen den beiden Leitern die Magnetfelder welche von diesen Leitern rühren beide in dieselbe Richtung zeigen und sich also gegenseitig verstärken. In der Mitte zwischen den beiden Leiter das ist jeweils in pqcm zum entsprechen Kabel sind die einzelnen Magnetfeldstärken B_ fracmu_ I_pi r pq.T quad textsowie B_ fracmu_ I_pi r pq.T. Zusammen sind das pq.T.
Berechne das Magnetfeld in der Mitte zwischen zwei Leitern im Abstand von pqcm wovon der eine Leiter den Strom pqA und der andere den Strom pqA in entgegengesetzter Richtung führt. Erstelle ausserdem eine Skizze aus der die Richtung der Ströme so wie jene des resultieren Magnetfeldes hervor geht.
Solution:
Mit der glqq rechtHand-Regelgrqq überlegt man sich leicht dass in der Mitte zwischen den beiden Leitern die Magnetfelder welche von diesen Leitern rühren beide in dieselbe Richtung zeigen und sich also gegenseitig verstärken. In der Mitte zwischen den beiden Leiter das ist jeweils in pqcm zum entsprechen Kabel sind die einzelnen Magnetfeldstärken B_ fracmu_ I_pi r pq.T quad textsowie B_ fracmu_ I_pi r pq.T. Zusammen sind das pq.T.
Meta Information
Exercise:
Berechne das Magnetfeld in der Mitte zwischen zwei Leitern im Abstand von pqcm wovon der eine Leiter den Strom pqA und der andere den Strom pqA in entgegengesetzter Richtung führt. Erstelle ausserdem eine Skizze aus der die Richtung der Ströme so wie jene des resultieren Magnetfeldes hervor geht.
Solution:
Mit der glqq rechtHand-Regelgrqq überlegt man sich leicht dass in der Mitte zwischen den beiden Leitern die Magnetfelder welche von diesen Leitern rühren beide in dieselbe Richtung zeigen und sich also gegenseitig verstärken. In der Mitte zwischen den beiden Leiter das ist jeweils in pqcm zum entsprechen Kabel sind die einzelnen Magnetfeldstärken B_ fracmu_ I_pi r pq.T quad textsowie B_ fracmu_ I_pi r pq.T. Zusammen sind das pq.T.
Berechne das Magnetfeld in der Mitte zwischen zwei Leitern im Abstand von pqcm wovon der eine Leiter den Strom pqA und der andere den Strom pqA in entgegengesetzter Richtung führt. Erstelle ausserdem eine Skizze aus der die Richtung der Ströme so wie jene des resultieren Magnetfeldes hervor geht.
Solution:
Mit der glqq rechtHand-Regelgrqq überlegt man sich leicht dass in der Mitte zwischen den beiden Leitern die Magnetfelder welche von diesen Leitern rühren beide in dieselbe Richtung zeigen und sich also gegenseitig verstärken. In der Mitte zwischen den beiden Leiter das ist jeweils in pqcm zum entsprechen Kabel sind die einzelnen Magnetfeldstärken B_ fracmu_ I_pi r pq.T quad textsowie B_ fracmu_ I_pi r pq.T. Zusammen sind das pq.T.
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